Foreign experience of developing research competence in professional learning communities of teachers: adaptation possibilities in the Russian educational context

gowing demands on the quality of the educational process make the problem of developing research competence of teachers relevant. The subject of the study is the adaptation of foreign experience of professional learning communities for the development of research competence in the Russian educational context. The purpose of the study is to experimentally test the effectiveness of the adapted model of professional learning communities for the development of research competence of Russian teachers. The research methodology is based on a comparative pedagogical analysis of foreign experience and an experimental method. The author's experiment involved 120 teachers divided into control and experimental groups. For diagnostics, a methodology for assessing three components of research competence has been developed: cognitive, activity-based, and motivational-value-based. This study has confirmed the possibility of effectively adapting foreign models to the Russian educational system, taking into account cultural and organizational specifics. The results are applicable in the system of advanced training for teachers and the methodological work of educational organizations.

research competence, professional learning communities, foreign experience, adaptation, Russian education, experimental research