Formation of research competence of Bachelor historians in the process of practice-oriented training
Introduction: the article presents the experience of the Faculty of History and Law of the Mordovian State Pedagogical University named after M. E. Evsevyev (MSPU) on the formation of research competence of students in the conditions of increasing practice-oriented training of the educational process. Materials and Methods: the research is based on the model of preparation of Bachelors of 1-5 courses of the faculty of history and law of MSPU, who study undergraduate programs in the framework of the direction of training Pedagogical education in the profile of History. Law, Law. History, History. Social Studies. The solution of the research tasks set in this work is based on the use of theoretical research methods: analysis of scientific literature, synthesis, comparison, systematization of data on the stated problems, forecasting. Results: the state and society orient the system of higher pedagogical education to strengthen the practice-oriented training of graduates. One of the fundamental elements of such training is the formation of students<sup>4 </sup>research competence. The training of teaching staff at MSPU combines the educational process and research activities. In particular, this approach is used in the training of future history teachers. The University system of formation of research competence combines educational activities, additional education, research work of students, innovative infrastructure, on the basis of which students perform scientific research as part of existing research teams. Nevertheless, the orientation to the vector of strengthening practice-oriented training of teachers required the University to correct curricula and work programs of disciplines, develop specialized elective courses and additional educational programs, make changes in the work of student scientific associations and research teams, as well as innovative units of the University. The practice-oriented approach focused on the formation of the skill component, which led to an increase in the proportion of independent work. In the new conditions, the role of research activities of students has grown significantly, which has become one of the main elements of the mechanism for the formation of research competence of students. Discussion and Conclusions: the step-by-step model of formation of research competence for undergraduate historians, based on their involvement in the implementation of research work, is aimed at strengthening the practice-oriented training of future history teachers. It allows students to form a readiness to organize and conduct research activities both within the walls of the University and school. The success of the implemented model is evidenced by the overall growth of competitive and publication activity of students-historians, their increased interest in working as part of research teams and student associations, and their desire to carry out independent research projects within the framework of competitions at various levels. The acquired research skills are improved in the course of master’s and postgraduate studies, allowing you to prepare competitive research teachers.