Participation of young teachers of additional professional education institutions in research teams as a condition for the development of scientific thinking style

The research problem and the rationale for its relevance. The current socio-economic conditions of a modern young teacher are not always ideal. It is understood that the base salary rates due to the young professional's low qualifications do not always meet his/her expectations and needs. In order for a young teacher to be successful and sometimes to survive, he/she must participate in grant and subsidy activities. In order to compete successfully with better trained professionals, it is essential for a young teacher to master the scientific style of thinking within a short period of time. Among the many existing technologies to develop scientific thinking styles, not all are comprehensive, cost-effective and accessible. This state of affairs determined the relevance of the study. The goal of the research. The possibility of developing the young teacher's scientific style of thinking through his/her participation in the activities of the research team is justified. Methodology (materials and methods). The methodological basis of the study was activity and systemic approaches. A. S. Makarenko's ideas were accepted as a leading idea about the importance of the team for the comprehensive development of its participants. O. V. Milyukova's ideas are proposed as an addition to the pedagogical level, the declared methodology. This researcher noted that a scientific team in the course of its activities can literally form a single thinking field. From the perspective of the stated topic of work, this fact will be considered as a psychological tool for solving the goal of the study. The author's diagnostic tools were used to identify the leading type of difficulties in young teachers in their professional activities. The study of 2019-2020 was attended by 20 young teachers of institutions of additional professional education of several subjects of the Russian Federation. Based on the data of the diagnostic toolkit, a technology for the development of scientific thinking style was developed. To evaluate the proposed author's technology for the development of scientific thinking style, an expert sheet was developed and used. Therefore, the method of expert evaluation became the leading method of empirical research. Results. Based on the application of the author's diagnostic tools, a statistically significant level of difficulties for young teachers in carrying out research activities was identified. A scheme and description of the technology to develop scientific thinking styles in young teachers of further professional education institutions (hereinafter referred to as APE institutions) was presented. It involves three successive stages: diagnostic-axiological, project-activity and reflexive-evaluation. The technology also includes one “migratory” or transitional stage - autonomous. At the first stage, young teachers are diagnosed with the development of the scientific style of thinking, and the value side of collective activity is explained to them. At the second stage, young teachers actively participate in a series of working sessions of various research teams. At the third stage, young teachers assess the degree of development of scientific thinking style. All three stages are imbued with an transitional “migratory” stage of self-training, in which the methodology of scientific research is mastered and improved. The study also made recommendations on the application of the technology. The technology will be effective if the following conditions are achieved: 1) the teacher will systematically use a self-training strategy to master the methodology of scientific research; 2) the composition of the scientific team will be subject to constant rotation, which will allow to master a wide range of research methodology; 3) the team will be formed a comfortable psychological field, allowing the young teacher to maintain creative self-realization and independence in making decisions significant for the team. The meaning of these pedagogical conditions is to enrich the personal experience of a young teacher with new approaches and styles of scientific research. These pedagogical conditions will also help motivate young teachers to successfully solve their tasks. This is due to the fact that the success of the institution on the basis of which the creative scientific team is formed will depend on its contribution to the work of the scientific team. Conclusion. The experimental stage of the research conducted by the method of expert evaluations has shown that the proposed technology for the development of scientific thinking styles can be an effective tool for developing scientific thinking styles in young teachers. It is also worth noting the budget/low cost of this technology.