DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS

Abstract

Summary. The professional training of future computer science teachers under educational reform requires a rethinking of the content and technological approaches to forming their key competencies. One of the most in-demand competencies today is research competence, which enables teachers to conduct scientifically grounded analytical activities and make evidence-based pedagogical decisions. Despite its normative inclusion, in practice, research competence among students is often limited to formal academic tasks without connection to real professional situations. There is a lack of opportunities for students to apply their knowledge in full-fledged research, test results, and draw conclusions relevant to modern school conditions.

The aim of this article is to theoretically justify and practically implement the educational hackathon as a means of forming the research competence of future computer science teachers.

The study involved designing and conducting the educational hackathon «Inclusion in Digital», which was structured according to the components of research competence: motivational-value, cognitive, activity-behavioral, and evaluative-reflective.

The hackathon was implemented in four stages: organizational-motivational, analytical-research, project-development, and presentation-reflective. Students selected real inclusive educational problems and created digital products (apps, chatbots, games) to address them. During the process, they applied scientific research methods, analyzed needs, planned and implemented solutions, presented and evaluated outcomes, and engaged in professional reflection.

The scientific novelty lies in applying the hackathon format as a structured interdisciplinary environment for the consistent and comprehensive development of research competence in future teachers.

The results confirm the effectiveness of educational hackathons in integrating motivational, cognitive, activity, and reflective components of research competence and recommend further implementation of such formats in teacher education.