Keyword: «preservice teachers»

The relevance of the problem stems from the ongoing transformation of higher pedagogical education toward a research-oriented model, alongside a fundamental reconceptualization of the foundational principles underlying preservice teacher training because the effectiveness of their research work determines their ability to creatively solve professional tasks and adapt to a dynamic educational environment. This study seeks to define the conceptual foundations that integrate empirically identified patterns and principles governing the pedagogical management of preservice teachers' research work. The methodological framework employed includes theoretical analysis of scholarly literature on the research problem, retrospective analysis of the author's own pedagogical experience, modeling, and a diagnostic survey of undergraduate students aimed at finding out their attitudes toward research engagement. The study identifies key pedagogical patterns that reflect the interrelationship between the research environment and the development of professional motivation, the interdependence of research competences and critical thinking, and the extent to which the effectiveness of research work is conditioned by its phased organization. Based on these patterns, a system of principles for pedagogical management of students’ research work is proposed, grounded on continuity, integration of science and profession, individualization of the research trajectory and practice orientation. The implementation of these principles contributes to the development of students' research competence as a meta-subject outcome of teachers’ training, thereby ensuring their readiness for innovative professional practice. The theoretical significance of the study lies in substantiating research activity as a continuous process that progresses through distinct stages – from learning research to independent scientific examination and, subsequently, to research with applied relevance. Disruption of the continuity between these stages leads to fragmentation and formalization of outcomes. A direct positive correlation is observed between the development of research skills and professional motivation: the more strongly students recognize the practical significance of their research for future work in schools, the higher is the quality of their research results. Consequently, isolating research topics from the real-world challenges of schooling undermines the motivational foundation. The practical value of the work is determined by the comprehensive characterization of the principles of pedagogical management of research activities, which together form an integrative system wherein each principle reinforces and amplifies the effect of the others.