Abstract
The article presents the results of the study of the problem of training physics students for inquiry-based learning. It outlines a stage-based approach for developing research skills and abilities in future teachers within the framework of higher education. The article is based on the extensive empirical data analyzed using methods of mathematical statistics. The study relevance stems from the growing need to develop research skills in the future educators and to train them in effective organization of the student research activities at the school level. This task is unattainable without the formation of strong research competencies in the teachers themselves, as these skills are a key indicator of professional readiness. A teacher must not only facilitate student engagement in project-based and investigative learning but also possess a sound understanding of the general principles of research. Key indicators of research competence in future teachers include the ability to navigate educational contexts, formulate research plans, design and implement creative tasks both at school and at home, enhance students' understanding of physics, and foster their research skills. The focus lies not solely on acquiring knowledge, but on the development of the capacity to independently set educational objectives, plan strategies for their achievement, monitor progress, and evaluate outcomes. The study was conducted at the Alkey Margulan Pavlodar Pedagogical University.