REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS: IMPROVING RESEARCH COMPETENCE IN PRE-SERVICE AND IN-SERVICE PROGRAMS
Abstract
The development of professional competence among future specialists, particularly in educational and scientific fields, demands a strong emphasis on research competence. This article explores the key requirements for fostering professional competence, focusing on the enhancement of research capabilities within both pre-service and in-service teacher training programs. Drawing from theoretical frameworks and empirical studies, the discussion highlights strategies and pedagogical conditions necessary for equipping educators with the skills to conduct meaningful research. The paper emphasizes the integration of research-based learning, reflective practice, and interdisciplinary collaboration as essential elements in the development of a research-oriented professional identity.
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Avalos, B., & Aylwin, P. (2007). How teachers learn: Educational research for policy and practice. Teaching and Teacher Education, 23(4), 485–498.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388.
Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391–429.
Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.
Botirovna, M. A. (2024). Improving the quality of research with the help of new educational platforms. Multidisciplinary Journal of Science and Technology, 4(4), 159-164.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath.
