The problem of the development of professional research thinking of future educational psychologists in the conditions of modern education

Abstract

The educational process is a dynamic phenomenon that changes and develops under the influence of various factors of social, economic, political, normative, material, technical and technological nature. Its content requires constant updating and compliance with the requirements of time. The study of professional thinking of a teacher is one of the fundamental problems of pedagogical activity. The relevance of this topic is connected with the role of pedagogical thinking in the organisation of a teacher's activity, his professional behaviour and interaction. Pedagogical labour does not tolerate templates and standards, but the range of creative tasks of a teacher can vary from introducing radical innovations in the content, forms and methods of educational work to solving current problems arising in various pedagogical situations. The conceptual basis of the study was the impulse to transform the professional-research thinking of future teachers, taking into account modern trends and digital changes in the development of science. The article discusses in detail the essence of the concepts ‘professional thinking’ and ‘skills of a modern educational psychologist’ and formulates their basic definition. Particular attention is paid to the identification of psychological and pedagogical foundations that contribute to the effectiveness of the development of research thinking of future teachers. The article aims to identify the problems of the development of professional-research thinking of future pedagogues-psychologists and ways to solve them. The research used the method of survey among future teacher-psychologists, review and generalisation of scientific works of domestic and foreign scientists published in scientific editions.