Thearticlereflects the structural and substantivefeatures of the development of creativeabilities of futureprimaryschoolteachersthroughresearchcompetence. The structural and substantivefeaturesconsistofseveralstages. The categoricalapparatus of the concepts of "researchcompetence","creativeabilities"according to theoreticalanalysis is interpretedinphilosophical,psychologicalandpedagogicalaspects. The structureandcontent of the basicconcepts are described.Basedontheoreticalanalysis, we are talkingaboutsystemicapproaches,researchapproaches,creativeapproaches,personality-orientedapproaches, and theirfunctions that make up the methodologicalsignificance of developing the creativeabilities of futureprimaryschoolteachersthroughresearchcompetence.

The structural and contentmodel of the development of creativeabilities of futureprimaryschoolteachersthroughresearchcompetence is revealedbymotivational,cognitiveandindividuallysocial,reflectivecomponentsandcriteria,indicators,high,mediumandlowlevelsin a dynamicrelationship. It is clarifiedthatcreativityis a complex of abilitiestofindsolutions to non-standard tasks,create your ownproducts,thinkproductivelyandformnewsigns of imagination.

Theempiricalsection of the articleanalyzesdiagnosticmethods for determining the level of creativity of futureteachers. The authorsconductedexperimentalworkwith the participation of 96respondents.Subjectsare given a questionnaireof15questionsanditsdiagnosticresults are given.According to the formativeexperiment, an electivecourseprogram"methods of developingcreativeabilitiesthroughpersonalresearchcompetence"and an educational and thematicplan are proposed.Inconclusion, themainconclusionsandscientific and methodologicalrecommendations are presented.