Abstract
This article demonstrates the effectiveness of methodological approaches to developing research competencies in prospective physics teachers. The implementation of advanced pedagogical technologies during laboratory work led to improved learning outcomes. The article presents the case of one master's student who completed a specialized elective course. The course methodology proved to be highly effective, resulting in the student's noticeable growth in research competencies. Subsequently, the student continued independent research activities, applying the acquired skills and competencies.The paper presents the results of a pedagogical experiment aimed at fostering research competencies in future physics teachers through the integration of the X’Pert PRO X-ray diffractometer into the educational process. The experiment involved students andmaster's students enrolled in the "Physics," "Physics and Computer Science," and "Physics and Mathematics" academic programs, divided into experimental and control groups. The primary objective was to examine changes in students’ research skills followinga series of laboratory sessions on X-ray diffraction. The research employed methods of comparison, synthesis, abstraction, and statistical analysis to ensure the reliability of the results. The methodology included lectures, laboratory work, and independent assignments designed to reinforce both theoretical knowledge and practical skills. While the control groups studied theoretical material, the experimental groups completed hands-on laboratory sessions. As a result of the study, methodological foundations were developed to enhance the research competencies of prospective physics teachers, which, according to the analysis, contribute to the effective training of future specialists.