Formation of Design and Research Competencies in Future Teachers in the Framework of STEAM Education

Abstract

In today's digital society and economy, professions associated with high technologies are becoming increasingly in demand: programmers, system en-gineers, IT specialists, biotechnologists, project leaders, etc. In this regard, school graduates are required not just good knowledge of school subjects, but also knowledge interdisciplinary, the formation of which is a long pro-cess, starting as early as school, and only traditional methods are indispensa-ble. One of these innovative technologies is STEAM education. To imple-ment the concept of STEAM-education, the system of pedagogical education is tasked with training relevant personnel with the necessary competencies, among which the most relevant are meta-subjects and design and research skills. In our opinion, one of the possible innovations in the preparation of teachers for STEAM education is the inclusion of the “Robotics” discipline in the content of training future teachers of physics, mathematics, technolo-gy, visual arts, and others. The authors conducted a survey among future teachers studying at the Faculty of Mathematics and Natural Sciences and Engineering and Technology Faculties of the Elabuga Institute of Kazan Fed-eral University, showed that the problem of training graduates of general ed-ucational institutions to the challenges of the new time is more relevant than ever. Only 18% of respondents are aware of the existing the world and the country STEM and STEAM education programs, 15% of the students sur-veyed believe that they are ready to implement project activities STI and on-ly 10% of students believe that they are ready to lead project activities. These data indicate that not only the problem of teachers' readiness to im-plement new educational programs, but also the problem of preparing future teachers to implement practice-oriented educational activities based on the formation of design and research competencies, is coming to the fore.