Аннотации:
The aim of this article is to theoretically and practically justify the development
of a future social pedagogue’s research capacity in the context of digital technologies. Practical implementation of a model for building social pedagogues’ research
capacity within the framework of an online educational course can provide efective training of pedagogues in a digitalized educational environment and ensure a
high level of pedagogical excellence. Approbation of the model was carried out
on bachelor students majoring in Social Pedagogy and Self-Knowledge and taking
an online Scientifc Research Organization and Planning course in the Pavlodar
Pedagogical University (Kazakhstan). The course was held from September to December 2020 on the Moodle learning platform, one of the most popular for the
purposes of e-learning. The communication part of the course was supported by
the social networking features of Facebook. In total, the educational experiment
encompassed 52 students. Their thorough examination enabled the conclusion that
research capacity brings profcient results in creative, innovative, communication,
leadership, pedagogical, and digital activities, and thus remains an important component of pedagogical excellence. Thus, it can be stated that the integration of
digital tools and platforms, along with the creation of multimedia learning content
and the introduction of research methods and structured research practice into the
students’ education, allows for an efective research learning practice. The results of
the students’ end-of-course survey identifed factors that had a signifcant infuence
on the efectiveness of research activities in online learning, namely the quality
of the digital platform, structured research practice, active learning opportunities,
pedagogical excellence, efective communication, and personalization.
