THE METHOD OF REFLECTIVE DISCUSSIONS IN THE TEACHING OF RESEARCH METHODOLOGY TO FUTURE VOCATIONAL EDUCATION TEACHERS

Purpose. The article highlights one aspect of preparing vocational education instructors for research activities, specifically a methodology aimed at intensifying the process of developing reflection on research work. This methodology facilitates the transition from reproductive models of behavior and activity to productive ones, fostering their awareness and integration into the structure of the future specialists' personalities. Methods. A set of research methods was applied in this study, namely: analysis and synthesis of scientific information concerning the teaching of research methodology and pedagogical approaches that address the organization of reflection processes in the educational environment; the design method for developing the content of the elements of the reflective discussion methodology in teaching research methodology to future vocational education instructors. Results. A methodology for reflective discussions in teaching research methodology to future vocational education instructors has been developed. The analysis of scientific sources showed that students should be active participants in research projects. We have taken into account reflection models and the results of empirical research that confirm the effectiveness of stimulation of students' reflections during the work on research projects. This became the basis for creating the concept of the methodology, which involves the interrelated activities of the instructor, who motivates and directs the discussion, and the students, who engage in reflection during the process of learning research methodology. A key feature of the methodology is the system of instructional-reflective questions, which are formulated according to the stages of research activity and the hierarchy of cognitive processes. Conclusions. Educational practice demands active research activities from vocational education instructors to improve their own practices. The effectiveness of such activities is ensured through high-qualitytraining within educational institutions. A powerful tool for this training is the methodology of reflective discussions in teaching research methodology, which is based on the scientific foundation of the structure of research projects and productive practices of reflective activities