About the authors:
Olga A. Selivanova, Dr. Sci. (Ped.), Professor, Department of General and Social Psychology, Tyumen State University; firstname.lastname@example.org
Olga S. Andreeva, Cand. Sci. (Psych.), Associate Professor at the Department of General and Social psychology, Tyumen State University, email@example.com
The article provides the justification of the components (cognitive, practical, valuable), compiling the model of practice-oriented research competence of students-teachers, in educational space of university.
The mechanisms of forming practice-oriented research competence are characterized: involvement in actual activity, emotional involvement in a situation (providing a motivational basis of changes), interaction between “a figure and a background”, the use of real social interaction.
The characteristics of the environment of a higher educational institution, necessary for effective development of the studied competence are allocated: practical focus, informativeness, coordination of a higher educational institution with enterprises, the correlation of theory and practice, the participation of teachers of a higher educational institution in practical pedagogical activities. The experience of the Student’s association “The studio of practical psychology and pedagogics 'Stalker′ of Tyumen State University is presented in the article.