The potential of teaching practice in developing the competence of future primary school teachers for conducting pedagogical research

Вишнівська, Наталія Володимирівна and Прошкуратова, Тамара Сергіївна (2025) The potential of teaching practice in developing the competence of future primary school teachers for conducting pedagogical research Вісник науки та освіти, 39 (9). pp. 1240-1254. ISSN 2786-6165

Text N_Vyshnivska_T_Proshkuratova_BSE_9(39)_FPO.pdf Download (323kB)

Abstract

The aim of the article is to theoretically substantiate and conduct a comprehensive analysis of the potential of teaching practice in the process of developing the professional competence of future primary school teachers for conducting pedagogical research. The study employs the following research methods: analysis and synthesis; systemic approach. Results. The authors substantiate that teaching practice is a key stage of professional and practical training of future primary school teachers, ensuring the integration of theoretical knowledge, practical skills, and research abilities, thereby forming readiness for conducting pedagogical research. Analysis of contemporary scientific approaches (theoretical-methodo logical, competency-based, process-oriented, and innovative-digital) allowed outlining an integrated paradigm of teaching practice as an environment that fosters the development of research culture, digital competencies, and the integration of theory with practice. It has been established that during teaching practice, future primary school teachers develop key competencies, including research-analytical, design, communicative, innovative, methodological, and reflective competencies, which ensure scientific validity and readiness for independent pedagogical research. It is emphasized that different types of practice perform complementary functions: educational practice develops analytical skills, pedagogical practice enhances research abilities, and pre-graduation practice promotes the development of reflective competence. Therefore, an effective combination of these forms provides comprehensive preparation of future primary school teachers. The conclusion highlights that systematic planning, competency oriented approach, and methodological support are key conditions for effective teaching practice, shaping the readiness of future teachers for independent scientific and pedagogical activities. Prospects for further research lie in the development and testing of comprehensive educational models of teaching practice aimed at enhancing the research competence of future primary school teachers.

Item Type:	Article
Uncontrolled Keywords:	practical training; practice; teaching practice; professional competence; future primary school teachers; pedagogical research; research competencies; digital competencies
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	лаборант Дарина Анатоліївна Константінова
Date Deposited:	05 Nov 2025 12:21
Last Modified:	05 Nov 2025 12:21
URI:	https://elibrary.kubg.edu.ua/id/eprint/53707

Actions (login required)

View Item