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Abstract.
The research aims to theoretically substantiate the status of academic writing as a structural component of research competence among undergraduate students majoring in Teacher Education. The article examines approaches to understanding academic writing within the Russian scientific and pedagogical tradition, clarifies its role in the professional training of future teachers, analyzes factors that hinder its systemic formation in university practice, summarizes teaching models for academic writing, and outlines the foundations of an institutional model for its development in a pedagogical university. The scientific novelty of the study lies in clarifying from a theoretical standpoint the status of academic writing as a structural component of a future teacher’s research competence and in making a case for an institutional model for academic writing formation within the system of higher pedagogical education. As a result, the study demonstrates that academic writing is not merely an auxiliary skill for formatting academic and scientific papers, but an integrative component of research competence that facilitates the transition from reproductive forms of learning to analytical, research, and project-based activities. It was found that the development of academic writing in undergraduate students is constrained by a combination of interrelated normative, organizational-methodological, personnel, and digital factors. The study establishes that the institutional model for academic writing development includes program-resultant, genre-evaluative, methodological-personnel, and regulatory-digital components, which ensure the consistency of requirements and the reproducibility of educational practices at the level of the educational program.
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