RESEARCH SKILLS DEVELOPMENT OF THE FUTURE PRIMARY SCHOOL TEACHERS IN THE FRAMEWORK OF INTERACTIVE LEARNING

Natalia A. Biryukova¹*, Diana L. Kolomiets², Elena V. Maltseva³,
Nadezhda N. Golovina^4
1 Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
biryukova316@gmail.com 
² Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
dianalk@mail.ru  
³ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
elena686809@mail.ru 
⁴ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
naduysha@inbox.ru
*Corresponding author

Abstract
The focus of modern primary school on personality development of schoolchildren involves the use of active technologies in professional training of future primary school teachers. Such students acquire their professional experience not only through classroom learning but during their field work at school as well. One of the main types of professional activities, which must be developed and improved at universities, is research training of students.

The results of the diagnostics of young teachers’ readiness for professional activities have shown that the development of research skills should be started in the first years of their studies. More than half of the students indicated insufficient attention of university professors to analyzing pedagogical situations during lectures and practical classes, as well as predominance of traditional forms of teaching. The analysis of young teachers’ experience, carried out through the use of special diagnostics and research, makes it possible to reveal the difficulties faced by young specialists, determine efficient ways of overcoming them, identify ways for self-development, and work out an individual style of pedagogical activities.

The analysis of Russian and foreign scientific literature and pedagogical experience has shown that one of the most important ways of developing research skills of students – future teachers  is interactive learning technologies. Interaction between a professor and students, working in small groups, joint problem solving, modeling of pedagogical situations, as well as evaluation of mutual cooperation can successfully develop professional and research skills of future teachers.

Dialogue-based training provides students with the opportunity to be critical of the conclusions, think over and solve problems based on the analysis of the information available, discuss alternate views of colleagues, make thoughtful decisions, and participate in discussions. The use of interactive technologies in the educational process at university will allow a future teacher to master the content of professional activities in connection with their practical application; as well as develop a new experience of professional interaction with practitioners in this field.

Keywords: Research Skills, Self-development, Interactive Technologies, Teacher Training