THE RESEARCH TASK WITHIN THE SYSTEM OF TEACHERS’ PROFESSIONAL TASKS

The article is devoted to analyzing the status of the research task within the system of teachers' professional tasks. Despite the recognized significance of teachers' research activity in normative documents and scholarly literature, a unified approach to classifying professional tasks that incorporates the research component has not yet been formed. The aim of the study is to determine, through a comparative analysis of normative documents of the Russian Federation and the Republic of Kazakhstan as well as scholarly literature, what status the research task has in existing classifications of teachers’ professional tasks. The study is of a theoretical and analytical nature. The materials include normative documents of the two countries (the Federal State Educational Standards of Higher Education of the Russian Federation, editions of 2016 and 2018; the Professional Standard “Teacher” of the Republic of Kazakhstan, editions of 2022 and 2025; the Rules of Teacher Attestation of the Republic of Kazakhstan; the Rules for Awarding the Title “Best Teacher” of the Republic of Kazakhstan), as well as monographs, dissertations and articles by domestic and foreign researchers. The methods of content analysis, comparative analysis, and typologization were applied. The results reveal that five approaches to defining the professional task can be identified: through the structure “goal - conditions - sought-after element”; through its function in the system of teacher training; through the cognitive component; through the normative framework of professional standards; and through the connection with the teacher’s professional duty. The comparison of normative classifications of the Russian Federation and the Republic of Kazakhstan revealed that they are built on different bases: types of tasks in the FSES of Higher Education and qualification categories in the Professional Standard of the Republic of Kazakhstan. In scholarly classifications, the research task appears implicitly within the structure of solving any type of task, and simultaneously as a distinct subject with a detailed typology. It is established that the research task is recognized as significant by all approaches under consideration; however, its status within the system of teachers’ professional tasks remains uncertain.

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