worldviews in various knowledge spheres and on this basis to formulate the target,
objectives of the research; be able to form a hypothesis in the study of phenomena,
laws, carry out the inductive hypothesis formation on the basis of facts, phenomena
known from mundane and everyday life experience, derived from observation, and
experiment;
3) Competencies in selecting optimal solutions to the problem and their
implementation: the ability to self-organize the expected ways of solving problems;
analyse the resources to conduct research, to independently choose the necessary
equipment and materials; to plan in detail all the phases of the study, substantiate and
defend personal opinions; to describe extensively, analyse intermediate results of
scientific research; be capable of using research methods;
4) Competencies in critical evaluation and explanation of the obtained results: to
interpret the obtained results according to a particular theory; be able to process the
results of studies, constructively assess their validity and possible errors made during
the research. [6]
Considering the proposed points of view on the component composition of the
students and teachers’ research competence formation, in the scope of this study we
consider it appropriate to highlight the motivational-value, methodological-reflexive,
operational-activity and emotional-volitional components of teachers’ research
competence as conditions to improve their competitiveness:
1) Motivational-value component of developing a teacher’s research competence
includes the motivation to succeed, clear goals and value systems, awareness of the
importance of scientific-research activities, satisfaction with creative work in the
innovative scientific-research and scientific-pedagogical activities process; willingness
to participate in scientific conferences, seminars, publish the results of scientific-
research works; awareness of the need for lifelong self-learning and self-development
for a successful career.
2) Methodology-reflective component, which includes a teacher’s ability to use a
teaching reflection to enrich the content of education by the results of scientific-
research activities; ability to integrate knowledge on all types of professional activities
into the scientific-research one; the ability to see the problem and formulate it properly;
ability to determine the goals and objectives of the investigated problem, as well as the
solutions, to determine methods, means and sequence of steps for conducting a
research; the ability to form a hypothesis in the study of phenomena, laws, carry out
the inductive formation of hypotheses on the basis of facts, phenomena known from
life experience, obtained as a result of observations, and experiments; capability for
analysis, synthesis and generalization of basic and applied investigations; ability to
take risks.
3) Operational-activity component, comprising the following skills: the abilities
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