Introduction. The article discusses the basic concepts of problem learning and gives their characteristics from the standpoint of preparing future teachers for research activities when performing final qualification work, reveals the features of an evidence-based approach to training, analyzes the stages of formation of research competencies of future teachers. The structure and content of educational results of future teachers in the field of research activities are determined, indicators of assessment of the representation of the methodological apparatus in the final qualification work of graduates in the field of training "Pedagogical Education" are given.Materials and Methods. The research is based on systematic, activity-based, competence-based and interdisciplinary approaches to the training of future teachers, which allowed us to describe the set of research skills that can and should be formed in future teachers as part of their professional training for research activities. During the research, the following types of analytical and synthetic activities were carried out: analysis of existing normative documents in the field of training future teachers, analysis of scientific publications related to the peculiarities of problem-based and evidence-based learning, with issues of formation of research activities, analysis of requirements for the completion of final qualifying works, analysis of modular curricula; selection of the content of academic disciplines aimed at the formation of research competencies of future teachers; The methods of formalization and generalization were used in describing educational results.Results. The main provisions defining the structure and content of research skills of future teachers underlying the implementation of research activities in the field of education are highlighted. The module "Research and design activities in the field of education" is proposed, the structure of which determines the end-to-end trajectory of the formation of research competencies, the content of the module in the form of educational disciplines is presented. The features of the description of educational results on the proposal of the methodological apparatus, which are built on the basis of coordination of competencies from the Federal State Educational Standard of Higher Education, and labor actions from the Professional Standard of the teacher, are disclosed. The procedure for assessing the achievement of educational results on the presentation of the main components of the methodological apparatus in the final qualification work is provided.Discussion and Conclusions. The article compares various stages of the formation of research competencies, discusses the modules presented in the training plans for future teachers, and justifies the need to include in the WCR assessment system a criterion on the presentation of the methodological apparatus of the study. The perspective of further research is given in the form of building a holistic system for assessing the quality of training of graduates based on an assessment of the achievement of educational results when graduates perform WCR.Materials and Methods. The research is based on systematic, activity-based, competence-based and interdisciplinary approaches to the training of future teachers, which allowed us to describe the set of research skills that can and should be formed in future teachers as part of their professional training for research activities. During the research, the following types of analytical and synthetic activities were carried out: analysis of existing normative documents in the field of training future teachers, analysis of scientific publications related to the peculiarities of problem-based and evidence-based learning, with issues of formation of research activities, analysis of requirements for the completion of final qualifying works, analysis of modular curricula; selection of the content of academic disciplines aimed at the formation of research competencies of future teachers; The methods of formalization and generalization were used in describing educational results.Results. The main provisions defining the structure and content of research skills of future teachers underlying the implementation of research activities in the field of education are highlighted. The module "Research and design activities in the field of education" is proposed, the structure of which determines the end-to-end trajectory of the formation of research competencies, the content of the module in the form of educational disciplines is presented. The features of the description of educational results on the proposal of the methodological apparatus, which are built on the basis of coordination of competencies from the Federal State Educational Standard of Higher Education, and labor actions from the Professional Standard of the teacher, are disclosed. The procedure for assessing the achievement of educational results on the presentation of the main components of the methodological apparatus in the final qualification work is provided.Discussion and Conclusions. The article compares various stages of the formation of research competencies, discusses the modules presented in the training plans for future teachers, and justifies the need to include in the WCR assessment system a criterion on the presentation of the methodological apparatus of the study. The perspective of further research is given in the form of building a holistic system for assessing the quality of training of graduates based on an assessment of the achievement of educational results when graduates perform WCR.
