Technologies of Practice-oriented Teacher-researcher Training for the General Education System

The article actualizes the problem of training a teacher-researcher for a dynamically changing system of general education. The teacher-researcher in various educational models is considered as a key subject of qualitative changes in educational practice. The purpose of the article is to conduct a review and comparative analysis of modern methodological developments and practical experience in the implementation of technological components of practice-oriented research training in Russian and foreign universities (goals, methods, forms, means, stages, algorithms, educational results). The author considers the problem within the framework of the competence paradigm of pedagogical education and the technological approach. The methods of comparative and classification analysis are used. The research materials are based on the results of an experimental approbation of the model of practice-oriented training of a teacher-researcher at the M. E. Evseviev Mordovian State Pedagogical University. In the course of the study, effective technologies of practice-oriented training of future teachers at the university are identified and described. In the West, active teaching methods and research seminars are widely used in the framework of research training, and the organization of research practice in real professional conditions is important. Russian universities use game, problem, search and experimental methods, situational methods and a task approach. Within the framework of a practice-oriented approach, the most productive is the use of contextual technology that prepares students for a deeper and holistic analysis and critical understanding of pedagogical phenomena and facts, topical problems in educational practice and the development of optimal solutions in a real pedagogical situation.