DOI: 10.24412/2470-1262-2023-3-31-44

Abstract: The purpose of this study is to present new possibilities for the design of educational programs in the process of training future teachers in a research-type master’s program. The objectives of the study included substantiating the need to develop teachers’ research competencies and classifying the professional knowledge and skills of future masters of education from the standpoint of a phenomenological analysis of students’ research experience. The methodological basis of the study is a systematic approach to assessing pedagogical reality, a competency-based approach and a phenomenological method. Research methods include analysis of scientific and pedagogical sources and the use of content analysis of pedagogical texts. The results of the study are presented in tabular form and represent a classification of means for constructing the design of educational programs for research master’s degrees in pedagogy. The theoretical significance of the study involves substantiating the methodology for constructing educational programs for the training of future teachers in master’s programs, taking into account the regional component and assessing the research experience of students based on the application of the phenomenological method. The practical significance of the study suggests the possibility of using its results in the development of educational programs for pedagogical master’s programs and is of interest to teachers, teacher-researchers, specialists in the field of educational design, representatives of management in the field of education, students of pedagogical universities, undergraduates studying in pedagogical areas of training, graduate students and teachers of higher educational institutions.

Keywords: pedagogical master’s degree, research master’s degree, preparation of masters in the field of education, professional competencies of teachers, research competencies, research experience, phenomenological method, pedagogical design of educational programs


  1. Atlasova SS. Teacher’s research activities and master’s degree // Concept. 2017. No. 12. P. 23–32. URL:
  2. Burova LI., Yakovleva EV. Preparing teachers for research activities in graduate school // Development of professional competencies of students of pedagogical and psychological fields in the conditions of multi-level training at the university: Materials of the All-Russian (with international participation) scientific and practical conference. Cherepovets, 2015. P. 133–138.
  3. Samoilenko NB. Research activities of master’s students: interaction between science and education // Prospects for the development of modern society: materials of the XX All-Russian. scientific-practical conferences. Sevastopol, April 12-19, 2019. Sevastopol: Ribest, 2019. P. 338-343.
  4. Churkina NI., Sinitsyna GP. Research activities in master’s programs: new tasks, approaches and content [Electronic data]. URL:
  5. Jalalova GP. Some aspects of organizing research activities of future masters in the information and communication environment / Jalalova G.P., Vezirov T.G. // MNCO. 2016. No. 2 (57). URL:
  6. Bocharova Yu Yu. Modern design of research in pedagogical education // News of the Russian State Pedagogical University named after. A. I. Herzen. 2023. No. 208. P. 60-70.
  7. Gorbachev SS. Pedagogical design as a means of effective organization of master’s training with a psychological and pedagogical orientation // News of the Voronezh State Pedagogical University. 2021. No. 2 (291). P. 80-84.
  8. Yarnykh VI. Pedagogical design of the master’s degree learning process: the experience of the Russian State University for the Humanities // Journalism of the 21st century: returning to professional ideology: materials of the international scientific and practical conference St.Petersburg, January 18-19, 2022. St. Petersburg State University. St. Petersburg: Mediapapir, 2022. P. 210-213.
  9. Akopyan K., Petrosyan L. On the issue of modernization of the higher education system (research master’s project) [Electronic data]. 2017. URL:
  10. Vesmanov S., Vesmanov D.S., Zhadko N.V., Akopyan G.A. Training of teachers in research master’s programs: experience of the Moscow State Pedagogical University // Psychological Science and Education. 2014. T. 19. No. 3. P. 160-166.
  11. Konygina MN. Studying the attitude of undergraduates to research activities in the process of professional training // Bulletin of the North Caucasus Federal University. 2018. No. 4 (67). P. 126-132.
  12. Pakhomova YuV. Personal motivation of undergraduates for research activities [Electronic data]. URL:
  13. Tikhonova ON. Motivation for building a scientific career among undergraduates [Electronic data] // Human capital. 2023. No. 6 (174). P. 294-300.
  14. Amankwah F, Oti-Agyen P. (2017). Perception of Pre-Service Teachers’ Towards the Teaching Practice Program in the College of Technology Education, University of Education, Winneba. Journal of Education and Practice. Vol.8, No.4, 2017. P. 13-20.
  15. Mufidah N. The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin [Electronic data]. DINAMIKA ILMU. 2019. Vol. 19 No. 1, 2019. P. 97-114.
  16. Shiering D, Sorge S, Troebst S, Noumann K. Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development? Studies in Educational Evaluation. 2023.78 (2023). 101 275. P. 1-9.
  17. Cirillo M, LaRochelle R, Arbaugh F, Bieda KN. An innovative early field experience for pre-service secondary teachers: Early results from shifting to an online model. Journal of Technology and Teacher Education. 2020. 28 (2), 353-363.
  18. Hamilton ER, Margot KC. Pre-service teachers’ Community-based Field Experiences //Front. Educ., 18 October 2019 Sec. Teacher Education. Volume 4.
  19. Paramita PP, Sharma U, Anderson A. Effective teacher professional learning on classroom behavior management: a review of literature. Aust. J. Teach. Educ. 2020. 45, 61–81. doi:10.14221/ajte.2020v45n1.5
  20. Seung-Hoon J and Ji-Young C. An Exploratory Research on Korean Pre-Service Teachers’ Field Experiences in a Teacher Preparation Program. Journal of Educational and Social Research. 2023. Vol. 13.No. 5. P. 20-27. DOI:
  21. Baroudi S, Hojeij Z., Meda L, Lottin J. Examining elementary preservice teachers’ self-efficacy and satisfaction in online teaching during virtual field experience. Cogent Educ. 2022. 9:2133497. doi: 10.1080/2331186X.2022.2133497
  22. Hojeij Z, Baroudi S and Meda L. Preservice teachers’ experiences with classroom management in the virtual class: a case study approach. Front. Educ. 2023. 8:1135763. doi: 10.3389/feduc.2023.1135763
  23. Kan L, Degotardi S, Li H. The impact of COVID-19 on the delivery of preservice teacher education: a scoping review. Asia Pacific Education Review. 2022. DOI
  24. Essling I, Todorova N, Sunder C et al. The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning. Teaching and Teacher Education. Vol. 132. 2023, 104250.
  25. Meyer D, Doll J, Kaizer G. (2023). Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs. Front. Educ. 8:1134848.doi: 10.3389/feduc.2023.1134848
  26. McLaughlin JE, Chen E, Lake D, Guo W, Skywark ER, Chernik A, et al. Design thinking teaching and learning in higher education: Experiences across four universities. PLoS ONE. 2022. 17 (3): e0265902.
  27. Junker R, Gold B, Holodynski M. Classroom management of pre-service and beginning teachers: from dispositions to performance. Int. J.Mod. Educ. Stud. 2021. 5, 339–363. doi: 10.51383/ijonmes.2021.137
  28. Gussen L, Schumacher F, Grossmann N et al. (2023) Supporting pre-service teachers in developing research competence. Front. Educ., 13 June 2023. Vol. 8. URL:
  29. Magnayer L. Pedagogical and Research Competence of the Pre-service Teachers. American Journal of Multidisciplinary Research and Innovation. 2022. 1(3):81-88. DOI:10.54536/ajmri.v1i3.391
  30. Nursalam LO et al (2022). Exploring pre-service teacher’ views of science process skills J. Phys.: Conf. Ser. 2165 012012 URL:
  31. Bermus AG. Research master’s degree in education as a center for the modernization of a regional university cluster // Noospheric research. 2020. No. 4. P. 86-93.
  32. Husserl E. Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy. In: Edmund Husserl – Collected Works, 2. 1st ed. Translated by F. Kersten. 1982.

Information about the author:

Bermous A.G. – (Rostov-on-Don, Russia), Dr.of Education, Professor, Head of the Department of Education and Educational Studies at the Southern Federal University.

ORCID: 0000-0002+9342-6339

Pin-code Scopus: 36478118500

WoS: A-4742-2017

For citation: Alexandre G. Bermous, (2023). Phenomenology of Research Experience as the Basis for the Design of Pedagogical Master’s Programs. Cross-Cultural Studies: Education and Science, Vol.8, Issue 3 (2023), pp. 31-44 (in USA)

Manuscript received: 10/08/23

Accepted for publication: 20/11/23