Key words: primary school teacher, research skills, professional competence, pedagogical conditions, teacher education
Summary
The article provides a systematic analysis of the theoretical and practical aspects of developing research skills in future primary school teachers, comparing various scientific approaches and level-based models. The necessity of clarifying criteria and indicators for identifying the levels of research skill development is substantiated. The content of the initial, advanced, applied, and high levels is described, and an empirical analysis is conducted based on the results of a competition held at ASPU. The findings indicate that research skills develop progressively and in accordance with the principle of continuity, through the integration of motivational and operational components, with the educational environment and engagement in scientific activity playing a crucial role in this process.
