METHODOLOGY FOR DEVELOPING RESEARCH COMPETENCIES IN FUTURE INFORMATICS TEACHERS (USING THE DATABASE COURSE AS AN EXAMPLE)
Keywords:
Research competence, preservice teacher education, informatics, database courseAbstract
The article substantiates an integrated methodology for forming robust research competencies in pre-service informatics teachers through the redesign of a core “Databases” course. Drawing on the DigCompEdu and UNESCO ICT-CFT frameworks, as well as empirical data from a quasi-experimental study with 124 third-year undergraduates, the paper demonstrates that embedding systematic inquiry into disciplinary content yields statistically significant growth in students’ ability to formulate research problems, design small-scale empirical studies, and critically interpret data. The intervention aligns research skills with professional teaching tasks: database modelling, query optimisation, and data ethics. Mixed-methods evaluation combining a validated research-competence rubric and semi-structured reflective interviews confirms a large effect size (Cohen’s d = 0.86) relative to a control cohort receiving traditional instruction. The discussion explicates pedagogical principles—problematisation of practice, authentic data sets, iterative peer review, and metacognitive reflection—that underpin the observed gains, and offers recommendations for institutional implementation within Higher Attestation Commission standards.
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