| Summary: | Introduction. Modern society makes new demands on the teacher. Along with the formation of such future teachers’ competencies as the willingness to master new information in the shortest possible time, to study independently and find effective ways to solve non-standard professional problems, the need to develop their research thinking becomes more and more urgent. Insufficient degree of knowledge of the essence of the concept of "research thinking" and the lack of methods to identify it and determine the levels of it testify to the relevance of this topic.Materials and Methods. The analysis of the psychological and pedagogical literature showed that one of the factors contributing to the future teachers’ research thinking development is the development of a methodology for determining the levels of future teachers’ (bachelors) research thinking development, which is the goal of this study. The article discusses the views of foreign and domestic scientists who have studied research thinking, substantiates the importance and necessity of developing the methodology for determining the levels of future teachers’ research thinking development, as well as the logic of its development and substantiation of the methodology for determining the levels of development of research thinking in future teachers (bachelors). Such methods of scientific and pedagogical research as synthesis, thought experiment, pilot experiment were used.Results. As a result of the analysis and interpretation of the available sources, the author's methodology was developed to determine the levels of development of research thinking in future teachers (bachelors), which is based on the application of research tasks.Discussion and Conclusions. We have identified the features and levels of research tasks to determine the levels of future teachers’ research thinking development. Examples of research assignments for each level are given.
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