SCAFFOLDING AS A METHOD OF DEVELOPING THE RESEARCH POTENTIAL OF A GRADUATE STUDENT IN WORKING WITH A SUPERVISOR

Abstract

Problems presented in the article are conditioned by the need to find ways to ensure the readiness of graduate students and young researchers for scientific activity. One of the main factors in supporting the scientific training of graduate students is the provision of advice from an experienced researcher. In the article scaffolding is consid- ered as a method of developing the research potential of a graduate student in collaboration with a supervisor. From the standpoint of the acmeological approach, the definition of the functions of a consulting supervisor in the disclosure of psychological reserves and personal potential of a professional is given, which is necessary for the development of motivation and interest of young researchers in scientific activity. Within the framework of the scaffolding method, the components of scientific and methodological consulting are presented, which determine the “growth points” of the research potential of graduate students. The implementation of the scaffolding method is described in terms of a synergetic approach based on a set of principles: homeostaticity, hierarchy, nonlinearity, openness, instability. The fundamental principle of scaffolding is the principle of the actual and potential, the dual nature of which makes it possible to unlock the scientific potential of a graduate student, predict the initial result of the scientific achievements of a young researcher and, taking this into account, develop the stages of methodological support for the researcher.