Формування готовності до інноваційної діяльності як важлива складова професійної підготовки майбутнього вчителя

Abstract

У статті розкривається сутність інноваційної педагогічної діяльності й готовність до неї;обґрунтовується модель формування готовності майбутнього вчителя до інноваційної діяльності, яка складається з шістьох компонентів, що тісно пов’язані та взаємоузгодженні між собою: мотиваційно-аксіологічний, змістовно-когнітивний, операційно-діяльнісний, емоційно-вольовий, креативний, рефлексивно-аналітичний; визначаються умови її ефективності.

The article reveals the essence of innovative pedagogical activity. Innovative pedagogical activity is considered as: 1) the process of leading a scientific idea to the stage of practical application and implementation of the associated changes in the socio-pedagogical environment; 2) a result of creative activity, which is widely used and leads to significant educational changes; 3) the development, mastering and using innovations; 4) the highest degree of pedagogical creativity, pedagogical innovation (inventiveness), bringing new ideas in teaching. It is shown that a modern teacher is an innovative oriented teacher, who is ready for changes, reorienting his own way of thinking, realizing the new requirements of innovative pedagogical activity. It is proved that future teachers readiness to innovative activity is an integral characteristic, which includes realization of the value of innovative activity, knowledge of methodology, theory and practice of pedagogical innovation, determination of optimal ways of innovative pedagogical activity, assessment of professional abilities concerning the following difficulties that are associated with introducing pedagogical innovations, and necessity of achieving high results of professional activity. Usage of the model of future teacher readiness to innovative activity is given. It consists of the following interrelated and related components: motivational and axiological, content-cognitive, actively operating, emotional and willing, creative, reflective and analytical. The pedagogical conditions of forming future teacher readiness to innovative activity are determined, in particular, establishing innovative educational environment in an educational institution; a high level of teacher readiness to innovative activity; increasing social and personal and professional direction of the content of academic subjects; mastering techniques of reflection analyzing own innovative activity by future teachers; formation of research and communicative competences, reflexive skills, motivational readiness to innovative activity and etc.