METHODOLOGICAL ACCEPTUATION FRAMEWORK OF LEADING APPROACHES IN CONTEMPORARY SCIENTIFIC AND PEDAGOGICAL RESEARCH
DOI:
https://doi.org/10.35433/pedagogy.4(123).2025.2Keywords:
acceptuation, methodological approaches, scientific-pedagogical research, methodological cultureAbstract
The article provides a comprehensive analysis of the phenomenon of acceptuation of methodological approaches in contemporary scientific and pedagogical research. The contributions of domestic and foreign scholars to elucidating the key pathways for the acceptuation of leading methodological approaches in modern scientific studies are examined.
An analysis of contemporary scientific and pedagogical research reveals that the efforts of early-career researchers to construct a unified research strategy through the systematic integration of methodological approaches within a single dissertation project remain insufficient, often resulting in their fragmentation. The phenomenon of acceptuation is theoretically substantiated as a mechanism for the selection, coordination, and integration of leading methodological approaches in modern scientific and pedagogical research, as well as for identifying prospects for acceptuation as a component of the formation of a researcher’s methodological culture.
The essence of priority directions for the development of the methodological culture of the teacher-researcher is highlighted, and the interrelationships among leading scientific approaches implemented in contemporary research are outlined. It is demonstrated that acceptuation, considered as a scientific and methodological category, ensures the integration of different paradigms, contributes to the formation of a holistic research strategy, and functions not only as a methodological tool but also as a worldview guideline for research. The essence of the acceptuation of axiological, competence-based, personality-oriented, systemic, and synergistic approaches is defined. The main directions of acceptuation of leading methodological approaches and the risks that may arise in the process of its implementation within a specific scientific and pedagogical study are characterized. The article outlines ways of systematically conceptualizing the process of acceptuation of leading methodological approaches in contemporary scientific and pedagogical research, with the possibility of applying its key provisions in the preparation of a dissertation.
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