DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.09
UDC: 
378:001.8
Lizunova Elena Vladimirovna
Кандидат педагогических наук, Associate Professor of the Department of Biology, Ecology, and Teaching Methods, Samara State Social and Pedagogical University, lizunova@pgsga.ru, samara
Ivanova Natalya Alexandrovna
Senior Lecturer, Samara State Social and Pedagogical University, ivanova@pgsga.ru, , samara

Research Activity as a Means of Developing the Cognitive Independence of Future Teachers in the Context of Professional Training at a Pedagogical University

Abstract: 
The article substantiates the need to develop cognitive independence of students of a pedagogical university by means of research activities. A pedagogical university, taking into account the social order of society, should be focused on the development of cognitive independence in modern students as the most important personal quality, on which the success of the formation of educational and extracurricular competencies and the ability to self-realization in various life practices largely depends. Purpose of the article. To present an overview of the essence of the concept of “cognitive independence” from the point of view of the genesis of the problem under consideration, as well as to test the effectiveness of the methodological recommendations we have developed using research activities aimed at developing the cognitive independence of future teachers in the context of professional training of pedagogical universities. Research methodology. The methodological basis of the study is: the philosophical doctrine of development, the main source of which is the resolution of contradictions, and the philosophical theory of activity, the theory of pedagogical activity, the theory of pedagogical management, the principle of the unity of theory – experiment – practice. Research methods. The following methods were used: theoretical (study and analysis of pedagogical, psychological, natural science literature, its comparison; analysis of the subject of the study); methods of theoretical analysis (comparison, juxtaposition, generalization of advanced pedagogical experience, analysis of the subject of the study; modeling of the educational process); empirical (observation, conversations, questionnaires, testing, assessment, diagnostics); experimental (pedagogical experiment); mathematical (statistical processing of pedagogical experiment data); graphical. Research results. The materials of the experimental work are presented, reflecting the stage-by-stage development of cognitive independence of future teachers in the conditions of professional training of a pedagogical university. At the first stage, the initial level of development of students’ cognitive independence was determined. The second stage was aimed at developing students’ cognitive independence, and the third stage provided an opportunity to generalize, formalize the results of the experimental work, and draw appropriate conclusions. Diagnostics of the level of development of cognitive independence was checked using the methodology for determining the development of its structural components. Conclusion. The presented materials allow us to formulate generalized judgments regarding the development of cognitive independence of future teachers by means of research activities.
Keywords: 
research activities; cognitive independence; future teachers; professional training; pedagogical experiment
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