TRAINING OF FUTURE TEACHERS IN THE CONTEXT OF THE RESEARCH APPROACH

Abstract

Modern education increasingly emphasizes the development of critical thinking, creativity and research skills in students. The transition to a research-based approach to teaching requires new competencies and knowledge from teachers. That is why the article analyzes the process of preparing future teachers to organize students' research activities. The article highlights the main problems and prospects of training future teachers to organize students' research activities. It is revealed that the research approach in the training of future biology teachers is relevant and necessary for the implementation of modern educational concepts. The key theoretical foundations of the research approach are identified: constructivism, cognitive psychology, collaborative pedagogy, problem-based learning theory, research methodology, biology didactics, and educational psychology. The prerequisites for the introduction of research-based learning in the training of future biology teachers are analyzed: integration of research activities into the educational process, providing opportunities for conducting their own research, developing research competencies, creating a favorable research environment. The key aspects of evaluating the effectiveness of future teachers' training are highlighted: theoretical knowledge, practical skills, pedagogical competencies. Modern research in the field of training future biology teachers to organize research activities is analyzed. It has been found that for the effective organization of research activities it is necessary to provide access to the necessary equipment, information resources and create an atmosphere conducive to creativity and innovation. Future teachers should have the skills to motivate students, organize their work, and provide feedback. Teachers should also be ready to continuously learn and improve their knowledge and skills. Teachers also need to be prepared for continuous learning and improvement of their knowledge and skills. In the context of the research approach, training of future teachers involves not only mastering basic pedagogical knowledge, but also developing readiness for continuous learning and improving their knowledge and skills, which is key to the effective implementation of research activities in the educational process.