PROBLEMS OF DEVELOPING FUTURE TEACHERS' RESEARCH COMPETENCE IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines barriers to developing future teachers’ research competence, including fragmented preparation, reproductive teaching, weak links between university study and school practice, insufficient mentoring, limited research resources, and formal assessment. Research competence is defined as the ability to identify pedagogical problems, select appropriate methods, analyze data, follow academic ethics, and apply findings to improve practice. The study emphasizes the need for a research-oriented training environment that integrates inquiry across disciplines, school practice, mentoring, and assessment.