Analysis of educational and research activities of students-defectologists in the context of the implementation of new models of professional training

Context and relevance. With the implementation of new models for the professional training of teachers-defectologists, students' agentic activity in learning and research is increasing. Their awareness of the need to acquire research competencies is enhanced in the context of professional training, contributing to successful professional development. There is a need for an analysis of students' self-realization in learning and research under new educational conditions. Objective. To determine the factors that characterize the educational and research activities of students-defectologists of different courses. Hypothesis. Determining students' opinions about educational and research activities makes it possible to identify its strengths and weaknesses and present the resources and risks of its development. Methods and materials. The online survey revealed the presence, location and volume of a module of educational and research activities in the educational programs of pedagogical universities (36 universities). A survey of students of the Defectological Faculty of the Institute of Childhood of Moscow Pedagogical State University (n = 150) was conducted in 6 groups of 2nd-, 3rd- and 4th-year students of equivalent quantitative composition. The choice of groups and years of study was determined by the same parameters of the organization of the educational process and the structure of the curricula used in it, which made it possible to compare the results obtained. Students' ideas about educational and research activities, attitudes towards it, and the nature of their involvement in this activity were recorded. The data were evaluated using statistical methods and SWOT analysis. Results. The results obtained indicate that universities and students pay sufficient attention to the educational and research activities of students of defectology. The strengths and weaknesses of the implementation of educational and research activities, risk factors and conditions for its adjustment are identified. Conclusions. In the context of the implementation of new models of professional training of teachers-defectologists, it is necessary to take into account the cognitive interests of students and expand their opportunities in educational and research activities.

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