RESEARCH COMPETENCES OF A TEACHER OF A GENERAL EDUCATIONAL SCHOOL IN THE CONDITIONS OF UPDATING THE CONTENT OF SECONDARY EDUCATION: HERMENEUTIC-PHENOMENOLOGICAL APPROACH
The article discusses the development of a list of research competencies of a secondary school teacher in the context of updating the content of secondary education. The aim of the work is to analyze the possibilities of developing a list of research competencies based on the hermeneutic-phenomenological approach. The logical chain of the dynamics of the professional functions of the teacher in the context of updating the content of education “axiological orientation” - “acmeological basis” - “hermeneutic-phenomenological approach” is investigated. It is concluded that it is important to use the methods of hermeneutic phenomenology at the stages of developing a set of research competencies, and their subsequent formation in the implementation of the Lesson Study technology. A map of the hermeneutic-phenomenological study of pedagogical reality is presented, a list of research competencies is developed as a set of motivational-value, theoretical- cognitive and organizational-activity components. Diagnostic descriptors of the level of formation of the research competencies of the teacher (low, medium, above average, high) are defined, which in the process of their formation are projected as: reproductive, basic, heuristic and creative. The results of the work are useful for organizing studies of the learning process, diagnosing the research skills of secondary school teachers, and can be used in the process of certification of teaching staff.