The purpose of the article is to highlight the approach to the educational process in higher education based on the principles of scientific research. The research is based on data analysis of the educational process of future teachers’ professional training, on the high schools teachers’ professional experience, on the pilot study with the students «Preschool Education» and «Primary education» departments involvement in active research. The survey result shows the effectiveness of the proposed system. The article substantiates the view that students’ research activity should begin from the first semester as an educational teaching practice. Its primary element is individual teaching and research tasks, performed under the guidance of a teacher of the course. In the initial stages it is limited to the task of collecting and systematizing facts, analysis, further complicated by the construction of hypotheses research, search methods and means of optimizing the educational process. The materials discussed in an independent search for individual consultation with the teacher and presented at the meetings of the scientific group, scientific studies, presentations at the seminars and conferences, the first scientific publications of the students. Hypotheses and theoretical generalizations are checked during teaching practice, laid the foundation course, baccalaureate and master’s works. The results constructing educational process on the basis of research university students and teachers show the effectiveness of the proposed system. Education, based on the scientific research is a requirement of time. It is in the interests of the students and the needs of modern teaching practice, provides for the formation of professional motivation training, and promotes theoretical outlook and scientific scholarship of future specialist. In addition, the process of learning becomes more lively and interesting, realizes anticipatory task of training future specialist to dynamic professional activities and the need to constantly exercise it on a scientific basis. Such training should be started from the first year and implemented in close context with the process of students’ initial professional experience in teaching practice. The practical significance of the study is a new approach to the organization of training specialist’s pedagogical skills. The prospects for further scientific studies are seen by the author in viewing the content in the context of professional disciplines and integrating them into training and production teaching practice.