Introduction. Human cognitive abilities are currently in the epicenter of attention of many specialists. It happens because of strengthening of their role in improving the efficiency of life activity of both a particular person and society as a whole in conditions of its increasing complexity. The problem of teacher's research thinking development is considered as one of the most important cognitive abilities. Its solution can contribute to improving the efficiency of education and, consequently, the quality of society's intellectual potential. This article focuses on exploring the concept of teachers' research thinking and its development as discussed by both domestic and foreign scholars. The goal was achieved through the use of theoretical research methods such as conceptual analysis, synthesis, and comparative-historical analysis. The article emphasizes the importance of studying the essence and content of “research thinking” for teachers and its role in enhancing their professional effectiveness.

Materials and methods. To achieve the goal, authors created a theoretical basis for the study, including different literary sources (both domestic and foreign). On its basis authors performed such methodological functions as critical (it allowed to identify differences and peculiarities of the essence of the concept under consideration in the approaches of different scientists, to reveal cause-and-effect relationships in different approaches to analyzing the essence of the key concept of this study), explanatory (contributed to deepening the understanding of the nature of research thinking) and synthesizing (led to the emergence of a new definition of the concept of “research thinking of a teacher?”). To realize these functions, such methods of theoretical research as analysis and synthesis, as well as comparative-historical analysis were used.

Results. Through careful analysis, the article identifies the most significant features of research thinking and provides the author's own definition of the concept.

Discussion and conclusions. By examining different methodologies utilized in both Russian and international research, a chronological order was established to showcase the progressive contributions made by scientists in shaping the fundamental nature of research thinking. This analysis unveiled the evolutionary trajectory of its essential attributes. Through meticulous analytical endeavors, the most significant defining features were identified, culminating in the author's precise formulation of the concept. The authors' definition can influence the research methodology, helping to clarify the understanding of its essence in the academic and scientific environment, as well as influence educational programs, methods and technologies for research thinking development.