Formation of motivation of future chemistry teachers for scientific pedagogical research

An analysis of advanced teaching practices reveals that the development of modern, highly qualified specialists begins in school, confirming the relevance of our study on the professional preparation of future chemistry teachers for scientific pedagogical inquiry. Many scholars have noted the development of students' scientific intuition and the faculty's ability to identify students' personal characteristics for this purpose. The purpose of our study is to evaluate the effectiveness of the developed system for motivating future chemistry teachers to engage in scientific pedagogical inquiry, beginning in the first year of study. This long-term study is based on an analysis of advanced teaching practices, scientific and pedagogical literature, and the authors' extensive teaching experience, using empirical research methods. We have tested a methodological system for aligning students' research interests with their own, focused on searching for and analyzing (using critical thinking techniques) information to develop a proprietary chemistry teaching methodology based on the most effective methods and techniques, as well as modern methodological approaches and innovative educational technologies. Specific conditions are identified and an analysis of the application of certain vectors for developing students' scientific and pedagogical inquiry during their professional training is presented.