1 South Ural State Humanitarian-Pedagogical University (RUSSIAN FEDERATION)
2 Tryohkgorny Technological Institute – Branch of the National Research Nuclear University “Moscow Engineering Physics Institute” (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 6437-6443
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1308
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The modern stage in the development of the education system is characterized by the tendency of creative search aimed at optimizing the educational process, improving its content, methods, organizational forms of learning, achieving a high level of quality education. This means that the modern teacher must be a researcher, and be able to conduct research competently. The validity of all assumptions, all theoretical constructions should be subjected to experimental verification. Therefore, research activity is an integral part of a master's training. Despite the fact that a master's student already has experience in organizing and conducting scientific research, obtained during the bachelor's degree, it is still too early to speak about the readiness to independently carry out research activities in the field of education. Moreover, research activities in master's program have significant differences in both content and structure. The training of a future physics teacher in a master's degree program for research activities in the field of education includes four stages: actualization, search and orientation, research and reflexive-systematizing. At each stage certain tasks are solved. However, the formation of master students' readiness for research activities should also be facilitated by the consistency, unity, logical sequence and continuity of the content of academic disciplines and internships. And the organization of research activities in the course of training requires an individual approach to each student. The goal of our study is to develop a methodology for training future physics teachers to carry out research activities in the field of education. It is necessary to proceed from the specifics of graduate education, the content and structure of the research activity of a master's student to achieve this goal. This article continues the authors' research on the methodological training of future physics teachers by means of productive learning technology.

The important points of the methodological training of future teachers for research activities include:
1) description of the mechanism for selecting the content of the research activity of future teachers of physics;
2) description of stages of training master students to carry out research activities;
3) description of means of didactic support of the process of training students for research activities;
4) description of requirements to the structure, content and registration of the results of research activities of master students.

The results of the presented research based on the examination of the products created by students in the form of master's dissertations allow us to draw conclusions about the need to further improve the methods of training future physics teachers for research activities in the field of education.
Master's degree, research activity, physics teacher, professional education, methodical training.