The problem of substantiation of pedagogical conditions for research

Abstract

The article examines the process of pedagogical conditions justification in scientific research. In the author’s opinion,
to lay special emphasis on certain pedagogical conditions, to determine and fix their essential characteristics is only after a thorough
theoretical and methodological analysis of educational system as well as scientific and methodological research aimed at identifying key
relationships and connections of educational, educational and manufacturing, organizational and managemental and other processes
and phenomena. The author proposes to define (justify) pedagogical conditions using the factor analysis of the complex factors that
affect the educational system under study revealed by the researcher involving a wide range of experienced specialists and experts. It is
necessary to distinguish as wide as possible set of hypothetical product and gene factors using the factor analysis tools; with the experts’
help to assess the impact of each of these factors, to identify relationships between them, and to identify the most significant ones and
to group them according to the importance. As a result, the most significant (general) factors that are interpreted as pedagogical
conditions of the educational process improvement are determined. The dedicated pedagogical conditions should correlate with certain
principles revealed by the investigator. Only in this case it will be possible to ensure their necessity and sufficiency. Accordingly, the
researchers should build the methodology of the proposed innovations introduction based on the selected specific principles and taking
into account the introduction and implementation of the pedagogical conditions.