У статті проаналізовано сучасний стан готовності майбутніх учителів-філологів до дослідницької діяльності. У сучасній освіті України домінує ідея про формування творчої особистості, духовно розвиненої, яка вільно володіє мистецтвом слова. Зазначені вище якості можна виховати особливо в процесі
вивчення філологічних дисциплін. Тому завданням сучасної педагогічної науки є підготовка майбутнього
учителя-філолога до дослідницької роботи з учнями старшої школи. Відомо, що без володіння мови неможливо опанувати інші науки. Отже, залучення сучасних учителів-філологів до дослідницької роботи є
необхідним чинником для розвитку їхніх здібностей і як результат є запорукою розвитку здібностей їхніх
учнів. Автором були визначені критерії які дозволило охарактеризувати рівні готовності до дослідницької
роботи майбутніх учителів-філологів.
It is analyzed the current state of preparedness of future teachers-philologists for research activity
in the article. In the modern education system of Ukraine, the idea of upbringing creative and spiritually developed person who is fluent in the art of the word, prevails. The above-mentioned qualities can be raised especially
in the process of mastering the philological disciplines. Therefore, the task of modern pedagogical science is to
prepare the future teacher-philologist for research activity with the students of the senior school. It is known
that without the knowledge of language it is impossible to master other sciences. Consequently, the involvement
of modern teachers-philologists in research activity is an indispensable factor for the development of their abilities and as a result is a guarantee of the development of the abilities of their students. It is necessary to mention
that the professional training of teachers is of special importance today, since the success of implementation
of educational reforms depends on the teachers’ willingness to be engaged in research activity. The author has
defined the criteria that allowed to characterize the preparedness level of future teachers-philologists for the
research activity. Preparedness is regarded as an important characteristic of the teacher's professionalism.
Preparedness is considered to be the goal and the result of train-ing. The transition to the functioning of the
senior school on the basis of subject matter is complicated by the lack of preparedness of teachers to work in such
conditions. Different diagnostic methods are used to study the formation of preparedness of future teachers-philologists for the research activity according to the proposed criteria: questioning of students and teachers to identify the features of self-assessment and expert assessment of the preparedness of future teachers-philologists for
the research activity; questionnaires for self-assessment of the possession of research skills. In order to find out
the general level of preparedness of future teachers-philologists for research activity at the stage of experimental
research, a study was carried out and detailed results were presented for each indicator of our criteria.
