CONCEPTUAL FOUNDATIONS FOR THE FORMATION OF RESEARCH COMPETENCE OF FUTURE SPECIALISTS IN SPECIAL EDUCATION

Abstract

The article defines and scientifically substantiates the conceptual foundations for the development of research competence in future specialists in special education.It has been proven that effective professional training should provide the most favorable developmental impact aimed at shaping the personality of the future special education teacher and unlocking their creative potential. Orienting scientific activity toward the practical domain of professional engagement – both for students and instructors – highlights the need to reconsider the factors that determine the organization of research work in higher education institutions.The article emphasizes that the demands of today call for a highly qualified, competent special education teacher who is capable of mastering the methodology of scientific inquiry, acquiring research experience, realizing themselves in the professional-pedagogical sphere, and implementing innovative approaches to organizing scientific work.The objective need for significant adjustments to the goals and content of professional training for future special education specialists is highlighted–specifically, providing maximum opportunities for developing professional qualities, fostering the scientific potential of the future special education teacher. This includes high motivation for active scientific and cognitive activity, mastery of scientific- pedagogical research methods, the ability to independently analyze and generalize pedagogical facts, make independent decisions, and continuously pursue professional self-improvement.The article outlines key conceptual priorities, which include bringing future special education teachers closer to professionalism, actively involving them in research activities, acquiring valuable practical experience in performing the tasks of a researcher-specialist, stimulating deeper understanding of the specifics of their future professional activity through research work, organizing the study of pedagogical issues directly related to their future profession, and internalizing a value-based personal attitude toward research work.