Аbility to teaching as a concept for the training of future doctors of philosophy in higher education

Abstract

The article is devoted to the substantiation of those prerequisites that contribute to the positive dynamics of the process of preparing a future Doctor of Philosophy for teaching activities in higher education institutions. As a result of the conducted scientific discourse, the undeniable advantages of such a social institution as postgraduate studies have been proven.
It is stated that the scientific research of modern scientists is mostly focused on the resources of the applicant's postgraduate studies regarding his ability to prepare, test and publish (defend) the developed research project; the originality of the process of his formation as a teacher of higher education institutions is still studied indirectly and in a staged manner. The expediency of considering the system-forming significance that the course «Psychology and Pedagogy» and the production and assistant practice of applicants of the third educational and scientific level of higher education have acquired in this area is confirmed.
The legitimacy of considering the full realization of the potential of both formal and informal education as important prerequisites for the preparation of a future Doctor of Philosophy as a teacher of a higher education institution is substantiated. The guiding role of the Professional Standard of a Teacher of a Higher Education Institution and practice-oriented measures related to the accession of domestic higher education institutions to the European research space are also defined as no less favorable in this regard.