To develop research competence in prospective teachers, a system of methods for diagnostics and formation of this competence in prospective elementary school teachers in the training process is designed. To diagnose the research competence, a series of techniques were used that allow subtle evaluation of each competence research component: axiological, emotional-motivational, cognitive, behavioral, and control-evaluation. These techniques also give the opportunity to assess the level of research competence formation. The study involved 102 students from Kazakh State women's teacher training university: students of the experimental group (50 people) were trained in accordance with developed methods of forming research competence; students in the control group (52 people) were engaged in a common program. The generalization of the experiment results shows that middle and low levels of research competence formation dominated in the experimental and control groups. In this study, we developed and piloted the course "Approach to the research competence formation in prospective elementary school teachers". The course was tested at the Kazakh State women's teacher training university. The diagnostic results showed that the level of research competence formation increased in the experimental group, whereas in the control group, indicators remained unchanged. Statistical data processing confirmed the accuracy of the changes.

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