CRITERIA FOR THE READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO ORGANIZE AND CONDUCT PSYCHOLOGICAL-PEDAGOGICAL RESEARCH

Abstract

The article raises the topical issue of preparing future primary school teachers to organize and conduct psychological and pedagogical research in the context of modern requirements for the professional training of teaching staff. It highlights the importance of research activities for higher education students as an integral part of their professional development, capable of integrating theoretical knowledge, practical skills, and personal qualities. The article outlines the objectives of such training, which are determined by the needs of an innovative economy, the development of the information society, and the need to train competent, creative, and self-educated specialists.The author reveals the essence of the concept of “readiness criteria” in psychological and pedagogical research, defining their functions, types, and requirements for formulation. Four key criteria for the readiness of applicants are proposed: motivation for scientific and research activities, self-assessment of research readiness, intellectual and logical abilities, and the ability to self-manage in the scientific and research process. For each criterion, corresponding indicators and level characteristics (high, medium, low levels) are given, which makes it possible to carry out a comprehensive diagnosis of research competence.The results of a student survey are presented, which showed that many students have a positive attitude towards scientific research activities, but also revealed barriers that limit active participation in research: overload with the curriculum, insufficient level.