Introduction

The modernization of the higher education system of the Republic of Kazakhstan is accompanied by increasing requirements for the quality of professional training of teaching staff capable of functioning effectively within the competence-based paradigm. In this regard, particular importance is attached to the development of research competencies in future primary school teachers as a foundation of their readiness for pedagogical activity.

The regulatory and legal framework consistently reinforces the priority of the research orientation of teacher education. Thus, the current version of the Law of the Republic of Kazakhstan «On Education» [1] emphasizes the importance of ensuring the quality of education through the use of educational technologies aimed at developing students’ cognitive activity. At the same time, the education system is based on the principle of continuity, which creates the foundation for research activity.

These provisions are further strengthened in the State Compulsory Educational Standards, in particular in the State Compulsory Standard of Higher Education of the Republic of Kazakhstan [2], which orients the education system toward the development of research skills among students enrolled in the educational program «Pedagogy and Methods of Primary Education». Similar requirements are reflected in the State Compulsory Standard of Primary Education of the Republic of Kazakhstan [3], which regulates the need to develop cognitive and research activity in primary school students.

Within this context, project-based activity acquires particular methodologicalsignificance as a pedagogical technology that ensures the development of research-oriented thinking. Unlike traditional forms of instruction, project-based activity is focused on students’ problem-based and inquiry-driven engagement, making it an effective tool for developing the research competencies of future primary school teachers. Therefore, the relevance of this study is determined, on the one hand, by the requirements of the regulatory framework of the Republic of Kazakhstan for the quality of teacher education, and, on the other hand, by the need to ensure effective pedagogical means for developing the research competencies of future primary school teachers, among which project-based activity occupies a key position.

Materials and Methods

The methodological framework of the study is based on the competence-based approach (A. V. Khutorsky, I. A. Zimnyaya), the activity-based approach (A. N. Leontiev, G. P. Shchedrovitsky), and the ideas of developmental learning (L. S. Vygotsky, D. B. Elkonin, et al.).

The following research methods were employed: theoretical analysis, pedagogical observation, and pedagogical experiment.

Results

In the work of S. N. Lukashenko, research competencies are defined as «an integrative quality of the personality of a future teacher, including a set of knowledge, skills, abilities, and personal characteristics that ensure the capacity to carry out scientific and pedagogical inquiry and to solve professional tasks based on a research approach» [4].

In the study by A. O. Yesimbekova, B. K. Kystaubayeva, and A. S. Taurbekova [5], the development of research competencies in future primary school teachers is examined and justifiably identified as one of the priority areas of contemporary pedagogical science. It is important to note that, in the context of the modernization of the education system, the implementation of a research-based approach in teacher training acquires particular significance, as it ensures the development of critical thinking and contributes to the formation of professional flexibility in future teachers within a dynamically changing educational environment.

It should be emphasized that project-based activity is defined as «a form of organizing the educational process aimed at the independent solution by students of practice-oriented or research tasks resulting in a specific product» [6]. From a didactic perspective, project-based activity performs integrative, developmental, motivational, and reflective functions. Its key advantage lies in the fact that it models the structure of real scientific research from problem formulation, information search, and method selection to the analysis and presentation of results. Based on the analysis of psychological and pedagogical literature on the research problem, a model is proposed that includes the following components, presented in Figure 1.

Fig. 1. Model for the Development of Research Competencies of Future Primary School Teachers Based on Project-Based Activity

According to Figure 1, the proposed model for developing the research competencies of future primary school teachers through project-based activity was implemented in the educational process of the program «Pedagogy and Methods of Primary Education» at Pavlodar Pedagogical University named after Аlkey Margulan. This made it possible to evaluate its effectiveness and practical significance.

The results of the experimental work conducted demonstrated a positive dynamic in the development of research competencies among students of the educational program «Pedagogy and Methods of Primary Education». The number of future primary school teachers capable of independently formulating research tasks and presenting the results of their work in a reasoned manner increased.

At the same time, it was found that the effectiveness of project-based activity depends on the quality of problem formulation, the degree of student autonomy, and the level of methodological support. It should be emphasized that project-based activity functions not only as a teaching method but also as a mechanism for transforming the educational process, shifting it toward research-oriented activity. However, its implementation is associated with a number of challenges, such as the high complexity of pedagogical organization, the need to transform the role of the teacher (from a transmitter of knowledge to a tutor), and the absence of universal design algorithms. Ignoring these factors leads to a decrease in the effectiveness of the project-based approach.

Conclusion

Based on the conducted experimental pedagogical work, it was found that project-based activity possesses significant pedagogical potential in developing the research competencies of future primary school teachers. Its effectiveness is обусловлена the possibility of integrating theoretical knowledge with practical activity. The effectiveness of project-based activity is determined not by the mere fact of its implementation, but by the quality of pedagogical support and the systematic nature of its integration into the educational process of the university.

References:

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