THE POTENTIAL OF A RESEARCH-ORIENTED EDUCATIONAL ENVIRONMENT IN THE FORMATION OF FUTURE TEACHERS’ COMPETITIVENESS

In modern conditions, competitive relations between educational institutions of different forms of ownership, a wide variety of educational programs, and expanded access of young people to different levels of education contribute to the development of competition in the educational services market and determine the need to train competitive teachers, including mathematics teachers. It been established that an effective factor in the implementation of this process is a research-oriented educational environment. This environment enables the preparation of teachers with a new style of pedagogical thinking, creative approaches to solving educational problems, the ability to respond appropriately to non-standard learning situations, and the capability to effectively organize professional and pedagogical activities. The purpose of the article is to study the phenomenon of a research-oriented educational environment as a factor in the formation of the competitiveness of future teachers. Research methods are analysis of scientific literature, systematization (to clarify the key concepts of the study), and generalization (to form the author's conclusions). It has been determined that a research-oriented educational environment is a system of influences and conditions for personal development, as well as opportunities for growth, embedded in a specific social and spatial-material context of a higher education institution. The components of this environment include three sub-environments: educational, practical-professional, and extracurricular professionally oriented activities. The educational sub-environment fosters the competitiveness of future mathematics teachers through a fundamental curriculum, the integration of research elements into various forms of theoretical training, and the stimulation of independent inquiry. The practical-professional sub-environment provides a specialized space for professional training during internships, volunteer work, and informal education. The extracurricular professionally oriented sub-environment determines the ways students engage in research activities through various forms of non-academic involvement. The implementation of a research-oriented educational environment is facilitated through the definition of goals and objectives, adherence to relevant principles, and the establishment of necessary conditions and stages. This approach allows for a holistic representation of the process, ensuring structured planning, forecasting expected outcomes, and synchronizing the activities of all participants involved in forming the competitiveness of future mathematics teachers.