FORMATION OF SCIENTIFIC THINKING OF A YOUNG RESEARCHER — FUTURE ENGLISH TEACHER AS AN IMPORTANT CONDITION FOR HIS METHODOLOGICAL MATURITY AND PEDAGOGICAL MASTERY

Abstract

The article is devoted to the problem of formation of scientific thinking of a young researcher — future English teacher as an important condition for their methodological maturity and pedagogical mastery. In the context of globalization and Ukraine’s integration into the European educational space, the role of foreign language as a means of intercultural communication is increasing. Accordingly, the requirements for the professional training of future English teachers are rising. One of the key competencies that ensures methodological maturity and pedagogical mastery is scientific thinking. This competence enables teachers to not only apply current methods but also to independently analyze educational issues, develop innovative approaches, and adapt educational material to students’ needs. However, in the training of future teachers, insufficient attention is often paid to the development of research skills, which complicates their professional growth in a dynamic educational environment. The aim of this research is to provide a theoretical basis for the formation of scientific thinking and to develop practical methods for its cultivation among future English teachers. The research methods included theoretical analysis of scientific and methodological literature in pedagogy, psychology, and foreign language teaching methodology, as well as systematization and generalization of data. The results show that systematic work on developing scientific thinking in future philology teachers, in particular through engagement in project activities and research seminars, contributes to enhancing their professional competence, ability for self-analysis, and innovative pedagogical activity. This is an essential prerequisite for their methodological maturity and pedagogical mastery. Scientific thinking forms a fundamental basis for the continuous professional growth of a teacher.