RESEARCH CULTURE OF FUTURE PRIMARY EDUCATION TEACHERS

Abstract

This article analyzes the current state of the research culture of future primary education teachers. This issue is relevant and is considered one of the emerging directions in today's education system. This is because specific methodologies and scientific foundations for developing students' research culture have not yet been thoroughly studied. The regulatory and legal acts in the field of education of the Republic of Kazakhstan state that a teacher must acquire subject-specific, pedagogical, methodological, digital, legal, and communication competencies necessary for professional activity. Based on philosophical, psychological, and pedagogical literature, the article reveals the essence of research culture and provides theoretical insights into its content.Moreover, the importance of developing research culture in future teachers is emphasized. It prepares students to successfully complete academic tasks such as theses, scientific articles, and projects, and equips them to make independent decisions, analyze problems, and identify optimal solutions in their professional practice. In this regard, the integration of STEM and project-based learning technologies is becoming increasingly important. The article also discusses the principles of organizing scientific research in higher education institutions, the structural components of research culture, its stages of development, and the learning process based on project methods. Additionally, effective mechanisms for developing a teacher’s research culture are identified, and pedagogical conditions contributing to the formation of its technological component are defined. In the course of the study, theoretical methods (generalization, comparison, analysis, systematization, and review of scientific works) were applied. These approaches made it possible to comprehensively reveal the essence of research culture and to identify effective ways of preparing future teachers for professional practice.