DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHER-PSYCHOLOGISTS IN THE UNIVERSITY EDUCATION SYSTEM

Abstract

The article provides a theoretical and methodological analysis of the formation of research competence among future teacher-psychologists within the university education system. The purpose of the study is to define the content of research competence, describe its structural components, and substantiate effective conditions for its development in the context of pedagogical education. The paper examines the peculiarities of forming research competence, its impact on the quality of professional training, and the role of scientific and research activities in the educational process.

The review results indicate that research competence is a key component of the professional culture of future teacher-psychologists. Its structure includes cognitive, operational, motivational, and reflective components. These components contribute to the development of scientific thinking, independent decision-making, and professional reflection among students. A comparative analysis revealed that in foreign universities, research activity is fully integrated into educational programs and implemented through practical projects and digital research tools, whereas in domestic practice, the organization of research work remains insufficiently systematic.

The analysis confirms the necessity of orienting university education toward research-based learning. The findings highlight directions for enhancing the scientific culture, professional independence, and innovative thinking of future teacher-psychologists. Effective pedagogical conditions for the development of research competence include the integration of curriculum content with scientific inquiry, the introduction of practice-oriented research projects, and the advancement of academic reflective culture.