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It is a well-known fact that a teacher of the higher educational establishment is inevitably involved in scientific-research and scientific-methodological work, which is characterized by profound studying of scientific problems, making assumptions, reaching results, making conclusions in the form of articles, dissertations, monographs, etc. In such way scientific-pedagogical work unifies constant scientific search, methodological improvement and art of teaching. Nowadays one of the important questions of modern education is professional competence of scientific-pedagogical staff of higher educational establishment. Scientific competence is the important structural component of professional competence of the teacher. It is defined as a set of theoretical, methodological, professional knowledge of a teacher which are applied in his practical pedagogical, scientific, organizational skills. It includes possessing special scientific mind, ability to learn materials about scientific investigations and transform theoretical points to the content of discipline taught to students. It is also important to mention an ability to define personal scientific interest, realize scientific potential researching challenging scientific problem, perform effective scientific and methodological activity. Typically it takes years to form high level of scientific competence of a teacher. Scientific competence means that theoretical investigations are applied on practice. Let us make an overview of the main peculiarities, stages and features of scientific work.
The features are
· Creativity in getting new information/knowledge
· Independence– trying to give a new vision of the problem
· Consistency – keeping to previous investigations in the field
· Topicality and unique character of research work
· Connection with other sciences
· Connection of theory and practice.
The stages of scientific dissertational research are
1. Choosing the topic (see features of scientific work to choose the topic).
2. Making a list of sources and literature and making an analysis of it.
3. Defining theoretical approach to problem-solving (aim, task, methodology).
4. Making experiment, getting factual material.
5. Processing the results, qualitative and quantitative analysis.
6. Substantiation of methodology, recommendations, making conclusions.
7. Structuring according to demands.
The aim of research work is to improve personal knowledge and characteristics on local level, and improve the current situation in science in general. The tasks of the research work give a possibility to understand what the work will deal with and it will be possible to find the reflection of the tasks in conclusions. Here logicality is extremely important. Correct structure of the document helps to put all ideas in order.
Postgraduates of our department are G. Korsun, J. Lavrysh, V. Lukianenko, T. Stovbun, O. Synekop, O. Gryshyna, K. Bondarenko, L. Snopok, O. Dubinina, J. Beloglazova, who make research works in the fields of pedagogics, linguistics, psychology, literature, etc.
03056, Київ-56, пр-т Перемоги, 37, 7 корпус, 7 поверх
ауд. 718 – викладацька
ауд. 716 – кабінет завідувача кафедри
ауд. 720 – навчальна лабораторія
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