Volume 11 - Issue 60
/ December 2022
177
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.60.12.19
How to Cite:
Marusynets, M., Vovkochyn, L., Yakymenko, S., Tkachuk, N., & Tymchenko, A. (2022). Innovative educational technologies in the
system of specialist’s professional training. Amazonia Investiga, 11(60), 177-186. https://doi.org/10.34069/AI/2022.60.12.19
Innovative educational technologies in the system of specialist’s
professional training
84
Інноваційні освітні технології в системі професійної підготовки фахівців
Received: December 5, 2022 Accepted: December 29, 2022
Written by:
Marianna Marusynets85
https://orcid.org/0000-0001-7366-9328
Lyudmyla Vovkochyn86
https://orcid.org/0000-0002-8058-7926
Svitlana Yakymenko87
https://orcid.org/0000-0003-4230-9586
Nаdiia Tkachuk88
https://orcid.org/0000-0002-8018-9733
Alla Tymchenko89
https://orcid.org/0000-0002-2483-4320
Abstract
The process of education development with its
innovative component begins with the influence
of the need for changes in the arena of the
educational process in higher education. It is
created during the analytical work of specialized
scientific organizations, education management
bodies, heads of higher education institutions,
scientific and pedagogical teams. It is
highlighted the main principles that show the
innovative work of modernization of higher
education carried out by the Bologna process.
The structure of readiness for innovative
pedagogical work is outlined as a combination of
motivational, cognitive, creative, reflective
components. These components are
interconnected. The article considered the levels
of formation of a specialist's readiness for
innovative work. The formation of specialists'
readiness for innovative work outlines the
presence of various models. Attention is focused
on the model of training specialists for the use of
innovative technologies, which includes various
interconnected components. It was found that
Анотація
Процес розвитку освіти з її інноваційною
складовою починається з впливу необхідності
змін на арені освітнього процесу у вищій
школі. Він створюється при аналітичній роботі
спеціалізованих наукових організацій, органів
управління освітою, керівників закладів вищої
освіти, науково-педагогічних колективів.
Виокремлено основні принципи, що показують
інноваційну роботу модернізації вищої освіти,
яка здійснюється Болонським процесом.
Окреслено структуру готовності до
інноваційної педагогічної роботи як
об’єднання мотиваційного, когнітивного,
креативного, рефлексивного компонентів. Ці
компоненти взаємопов’язані між собою.
Розглянуто рівні сформованості готовності
фахівця до інноваційної роботи. Формування
готовності фахівців до інноваційної роботи
окреслює присутність різних моделей.
Акцентовано увагу на моделі підготовки
фахівців до використання інноваційних
технологій, яка вміщує різні взаємопов’язані
компоненти. З’ясовано, що при підготовці
85
Ph.D. in Philology, Senior Research Fellow of the Lehoczky Tivadar Research Center Ferenc Rakoczi II Transcarpathian Hungarian
College of the Higher Education, Ukraine.
86
PhD in Pedagogy, Associate Professor, Associate Professor in Pedagogy and Psychology Department, Bohdan Khmelnytsky
National University of Cherkasy, Ukraine.
87
Doctor of Pedagogical Sciences, Professor of Elementary and Preschool Education Department, V. O. Sukhomlynskyi National
University of Mykolaiv, Ukraine.
88
Candidate of Pedagogical Sciences, Associate Professor at the Department of Economic and Social Geography, Lesia Ukrainka
Volyn National University, Ukraine.
89
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool
Education, V.O. Sukhomlynsky National University of Mykolayiv, Ukraine.
178
www.amazoniainvestiga.info ISSN 2322- 6307
when training future specialists for innovative
activities, the relationship between the teacher
and students should be based on certain
principles. The parameters of the specialist's
innovative activity are determined: the
specialist's readiness to carry out innovative
activity, the specialist's innovative activity, the
result of the innovative work.
Keywords: innovative technologies,
professional training system, specialists,
education, innovative activity.
майбутніх фахівців до інноваційної діяльності
зв’язок педагога зі студентами має окликатися
з певними принципами. Проаналізовано
погляди різних науковців щодо означеної
проблеми. Визначено параметри інноваційної
діяльності фахівця: готовність фахівця до
здійснення інноваційної діяльності,
інноваційна діяльність фахівця, результат
інноваційної роботи. Зазначено, що
особливість інновацій у вищій освіті
схиляється до того, що вони: завжди мають
нове рішення нагального питання у галузі
вищої освіти; їх застосовування викликає
спроби до новітніх звершень освітньої
діяльності; їх здійснення викликає високі
зміни в протилежних складових єдиної системи
вищої освіти.
Ключові слова: інноваційні технології,
система професійної підготовки, фахівці,
освіта, інноваційна діяльність.
Introduction
Under the conditions of educational reforms,
innovation activities aimed at introducing
various pedagogical innovations have acquired
particular importance in education. They covered
all aspects of the didactic process: the forms of
its organization, the content and technologies of
education, educational and cognitive activities.
Innovative technologies of modern education
(late XX – early XXI century) are charted by the
important ideas: traditional (mastering basic
knowledge, skills and abilities; learning and
understanding academic facts), rationalistic
(relying on facts as an ordered set of impartial
facts based on the formation of an real and widely
developed technology) and humanistic (a
necessary condition for personal self-expression,
self-affirmation of a person, the ability to most
fully and adequately correspond to the nature of
the human "I") (Dubasenyuk, 2009).
One of the ways to improve the efficiency of the
education system is the introduction of various
innovative activities. The process of introducing
innovations in the field of education is an
improvement of the content, methods, means,
pedagogical technologies, which certainly
affects the quality of the educational process.
Innovative activity affects the increase in the
level of professional competence of the teacher,
intensifies his desire to acquire new knowledge,
self-realization, to improve his qualifications, to
self-expression, to the development of creative
abilities.
The implementation of innovative technologies
into the education process improves the
adaptation of the learning process to the
psychological characteristics of the modern
student generation. Currently, the formation of
practical skills, an active and independent role in
education, the use of various innovative
technologies and their implementation in
practical activities is an urgent issue.
Innovative activity is a practical activity related
to the development of a wide range of
innovations: new competitive types of products,
modern technologies, alternative resources,
effective organizational forms of production and
management, as well as emerging markets in
enterprises, industries, regions and countries
As a branch of pedagogical science, innovation
studies the process of updating educational
activities, its principles, patterns, means and
methods. Pedagogical innovation is aimed at
introducing innovations into the learning
environment that improve the characteristics of
both individual components and the educational
system as a whole.
In this article, we will consider the quality of
educational innovations, the principles that
establish an innovative focus on the
modernization of higher education. We have
identified the goals and objectives of the
innovative development of education, as well as
the stages of creation, dissemination and
development of innovations.
Marusynets, M., Vovkochyn, L., Yakymenko, S., Tkachuk, N., Tymchenko, A. / Volume 11 - Issue 60: 177-186 /
December, 2022
Volume 11 - Issue 60
/ December 2022
179
http:// www.amazoniainvestiga.info ISSN 2322- 6307
When preparing future specialists for innovative
activities, we considered the components and
principles for the use of innovative technologies;
determined the parameters of the innovative
activity of a specialist, and also considered
different forms of innovation.
The purpose. To reveal the content and
significance of innovative educational
technologies in the system of professional
training of specialists.
Literature Review
О. Bartkiv (2010) claims that the formation of
specialists' readiness for innovation activities
implies the availability of appropriate models.
One of the existing models in modern science
and practice is the model of training specialists to
use innovative technologies.
І. Dychkivska (2004) considered the construction
of readiness for innovation activity as a set of
motivational, cognitive, creative, reflexive
mechanisms that are mutually conditioned and
related.
T. Kravchenko et al., (2022) focus the structures
of the recent education system in Poland, exposes
the distinctiveness of refining the professional
competence of a specialist in Poland over the
operation of multimedia technologies.
O. Plakhotnik et al., (2022) explain the position
of multimedia teaching tools is shown, which are
capable and extremely operative tools that let the
educator not only to present an array of material
in a greater size than traditional foundations of
information, but also to contain text, graphs,
diagrams, sound, animation, video, etc. in a
visually integrated form.
O. Shchyrbul et al., (2022) demonstrate the
essence of the idea of multimedia. In the situation
of media education, multimedia lists a number of
purposes: informational, interpretive, cultural,
entertainment, and educational.
O. Voloshyna (2014) highlighted the main
principles that determine the innovative direction
of modernization of Higher Education, which is
carried out in line with the Bologna Process and
the principles of innovation activity of a
specialist: the principle of combination of
education, the principle of differentiation and
individualization of education, the principle of
democratization of teaching.
O. Dubasenyuk (2009) analyzed innovative
educational skills and approaches in the system
of qualified and didactic training of specialists.
She considered the criteria for pedagogical
innovation.
І. Artiomov (2016) proved that the experience of
developed countries testifies to the power of the
catalyst for attracting business entities to
innovation activities that the main factor in this
is the system of institutions of infrastructure
support for innovation activities.
S. Koda et al., (2022) show that scientific
investigation goals to examine the dynamics of
the operation of methodical and technological
modernizations in the multicultural educational
environment over the actualization of distance
learning.
E. Kovshar et al., (2019) light up in their article
the classifies creative technology as a set of
interactive learning tools, which permits students
and teachers to make personal educational
products of knowledgeable discovery: project,
invention, design, presentation, task, hypothesis,
etc.
I. Barba et al., (2021) considers the position of
researchers on the idea of "pedagogical
technology", classifies the signs of pedagogical
technology and present classifications, reflects
non-traditional (innovative) learning
technologies, as well as their real forms of
application in the educational process, reviews
the results, makes approvals for the practical
application of the studied material.
О. Dovgal et al., (2021) regard the development
of introducing something innovative into life,
and in our case, into the educational
development.
V. Kryvoshein et al., (2022) show the innovative
Educational Skills in Organization Training:
Practice of EU Countries.
O. Komar et al., (2021) show the possibility of
using and actively realizing advanced skills in the
practice of forming the educational process.
O. Khallo et al., (2022) examined the
descriptions "innovation", "technology",
"pedagogical technology", "Innovation
pedagogical technology" and the important role
of innovation in education.
L. Castañeda, & B. Williamson (2021) suggest a
demonstration of the results of the evaluation and
180
www.amazoniainvestiga.info ISSN 2322- 6307
organization of scientific information on the
theoretical basics of the development and
application of educational technologies in
universities.
F. Rashidovna & S. Nurkabilovna (2022)
presents advanced technologies in the
management of preschool education, innovative
organization and its values, the construction and
problems of the innovation process, the need for
innovation.
L. Shevchenko et al., (2021) light up the training
of educators for advanced training activities.
Y. Li (2017) expound the big data and its central
meaning of educational technology and novelty
countermeasures of educational technology from
the perspective of big data.
O. Galynska et al., (2021) in the article presents
an study of innovative teaching skills as a
method to rise students' competitiveness.
Methodology
Typically, the formation of innovative potential
in order to ensure the effective innovative
activity of the company is associated with the
need to solve the most difficult methodological,
and in some cases methodological problems.
Innovative activities, on the one hand, requires
management, labor collective and employees of
the enterprise separately of additional efforts that
they are not characteristic of regular situations.
Such additional expenses of time, resources and
effort are not compensated in any way, at least at
the stage of initiation of innovation. It means that
the highest management of the enterprise should
create special organizational forms that would
provide any other, not quite traditional incentives
for the implementation of innovative activities.
But, on the other hand, by nature, innovative
activity leads to the deepening and expansion of
diversification of the company's economic
portfolio, and this inevitably complicates its
organizational and production structure.
The general methodology of the research is based
on the philosophical provisions of the theory of
cognition, general scientific principles of
science, historicism, integrity, cultural
correspondence, unity of national and human;
conceptual provisions of philosophical,
psychological, pedagogical, economic sciences
on human orientation to self -improvement.
The methodological level is based on the
following scientific approaches: synergistic
approach contributes to the enrichment of the
educational process with dialogue and methods
of educational and pedagogical interaction,
which ensures the development of students and
teachers; a systematic approach according to
which the education and upbringing of a child is
a system in which all components are interrelated
and interdependent; the advance approach
contributes to the fundamental of future teachers
training, their focus on innovative professional
activity; the cultural approach is aimed at
implementing the educational process, taking
into account the culture and historical traditions
of their people, which permeates all pedagogical
activity; the technological approach makes it
possible to ensure the effectiveness of theoretical
and practical training of specialists in
universities.
We have used the following scientific search
methods: theoretical (analysis of philosophical,
sociological, historical, pedagogical,
psychological literature), which made it possible
to substantiate the initial provisions of the study;
interpretation-analytical method, on the basis of
which Ukrainian and foreign sources were
studied with the use of synthesis, analysis,
systematization and generalization; empirical
(observation, analysis of results of activity) in
order to identify the level of training of
specialists in the Higher School of Ukraine;
specific scientific (analysis and generalization of
modern foreign approaches to the organization of
professional training of a specialist):
comparative-historical analysis (comparison of
phenomena within the region); semantic-
terminological (substantiation of the conceptual
and terminological apparatus of research); search
(formulation of conclusions, identification of
progressive ideas in education systems from
different countries); statistical; the method of
comparative-historical analysis, which made it
possible to identify trends in the development of
pedagogical education in other countries of the
world.
Results and Discussion
The specificity of innovations in higher
education is because they, firstly, always contain
a original answer to the current problem in the
field of Higher Education; secondly, their use
leads to qualitatively new results of educational
activities, and thirdly, their implementation
causes qualitative changes in other components
of the unified higher education system.
Educational innovations differ in the qualities
that are laid down in them even during their
Volume 11 - Issue 60
/ December 2022
181
http:// www.amazoniainvestiga.info ISSN 2322- 6307
development. These qualities include the
following:
− the subject of changes, that is, the element of
the higher education system that can be
transformed;
− depth of transformation (the degree of
radical changes that involve the application
of innovations);
− scale of transformation in the field of Higher
Education;
− resource intensity of innovations;
− level of development.
The main principles that determine the
innovative orientation of Higher Education
modernization, which is accepted in line with the
Bologna Process, are:
1) transition to a two-level training system;
2) revision of the content of the main
educational programs in agreement with the
necessities of the Ministry of Education and
Science of Ukraine and their presentation on
a modular basis;
3) operation of the competence approach in the
content and process of Education;
4) introduction of a point-based rating system
for assessing and controlling the quality of
education instead of a five-point one.
Consistent innovation of the higher education
structure in these areas involves shifting the
focus from the education process to its results,
changing the role of the teacher, a personal
approach to the student with ensuring its
productive cognitive activity. These measures
require essential transformations in all parts of
the educational system: in the values, purposes,
content, process and results of training and
education, in the nature of teachers and students'
activities.
In fact, we are talking about the real enactment of
a new educational model, about the transition to
a new type of education and training, about
providing each institution of higher education in
Ukraine with such a quality of education for
graduates that would meet the challenges of the
time. In fact, we are talking about a deep reform
of Education.
The transition of a higher education institution in
Ukraine to the mode of innovative development
as a strategic goal implies the implementation of
certain intermediate goals:
1) formation of a single cultural, educational
and scientific space of higher education
institutions;
2) creating an effective competence-contextual
educational model of Bachelor's and
Master's degree training;
3) involvement of the entire staff of higher
education institutions in the innovation
process;
4) systematic modernization of educational
activities;
5) establishing business relations with state
authorities, educational and scientific
institutions, employers, and public
organizations;
6) implementation of coordination programs
with Ukrainian higher education
institutions-partners in innovative
development;
7) expansion of international cooperation
programs.
To achieve these goals, you need to solve the
following tasks:
1) creation, realization of the program and
implementation of the strategic goal;
2) development of scientific bases for
modernization of educational and scientific
activities of higher educational institutions;
3) creation and implementation of a
competence model of multi-level
professional training of students in higher
education institutions;
4) transition to a credit-modular organization
of the educational process;
5) development of a mechanism for quality
control of professional training based on a
point rating system.
Innovative change of higher education is the
process of modernizing education through the
creation, dissemination and assimilation of
innovations. This cyclical process goes through
the following stages:
− identifying change needs (identifying a
problem);
− development of an idea for solving the
problem;
− development of a way to solve the problem
(innovation);
− approbation and skill of innovations;
− assimilation of innovations;
− institutionalization of innovations.
The modernization development begins with the
identification of the need for changes in positive
parts of the educational process in higher
182
www.amazoniainvestiga.info ISSN 2322- 6307
education, which occurs due to the systematic
work of focused scientific organizations,
educational management bodies, heads of higher
education institutions, scientific and pedagogical
teams.
Developing ways to solve a problem is designing
an innovation. The developed innovation must
pass experimental testing, because of which
adjustments can be made to it. Before an
innovation reaches the stage of distribution, it
must pass an expert examination, that is, an
assessment of its compliance with specific
requirements.
Spreading an innovation requires replicating it
and communicating information about it to
potential users. Distribution is facilitated by the
availability of a special infrastructure to support
innovative educational processes. It includes
various consulting services, training centers,
experts, implementation centers, etc.
The main stage of the innovative process of
training specialists takes place in higher
education institutions. The need to search for and
assimilate specific innovations arises when the
management of an institution or research and
teaching staff has found shortcomings in
educational activities and analyzed their causes.
After that, the innovation can either be developed
in the institution of higher education itself (this
will be the beginning of the first stage of the
innovation process), or it can be selected from
existing innovations, the use of which will
increase the effectiveness of educational
activities. The great importance is the teacher's
readiness for innovative professional activities
(Voloshyna, 2014).
O. Oseredchuk et al., (2022) show, that
educational innovations, like any other
innovations, create problems related to the need
to combine innovative programs with state
programs of education and training, the
coexistence of various educational concepts.
They require fundamentally new methodological
developments, a new quality of educational
innovation. These innovations are hindered by
the non-compliance of new types of educational
institutions with the requirements of parents, who
mostly focus on traditional standards of
education and training.
No less acute are the difficulties of adapting
innovations to new conditions. Often they are
caused by attempts to adapt to specific conditions
educational technologies elements of the content
of education and training that have proven
effective in other areas, or concepts developed in
completely different historical conditions. Such
mechanical transfer leads to the loss of the
content and deep essence of innovation, which
often leads to its discrediting.
Dychkivska notes that the structure of readiness
for innovative educational actions is considered
as a set of motivational, cognitive, creative,
reflexive components that are mutually
conditioned and related (Dychkivska, 2004).
The cognitive component combines the
traditional information of a specialist about the
spirit and details of innovative educational skills,
their types and structures, as well as a set of skills
and abilities for applying innovative educational
technologies in the structure of their own
professional activities, associated with readiness
for research activities. It is characterized by the
amount of knowledge (depth, consistency),
thinking style, and formation of skills and
abilities of a specialist.
The creative component is realized in the original
answer of educational problems, in
improvisation, unplanned; it is manifested
through openness to educational innovations;
flexibility, critical thinking; creative
imagination. Its importance is generated by the
creative nature of innovation activities.
The reflexive component characterizes the
specialist's cognition and analysis of the
phenomena of one's own consciousness and
activity. This element is implemented over such
impulsive processes as self-understanding and
understanding of the other, self-assessment and
assessment of the other, self-interpretation and
interpretation of the other.
Let us consider the levels of readiness for
innovative educational activities.
There are, based on the manifestation of the
above qualities, intuitive, reproductive, search,
creative (productive) levels of formation of
readiness for educational innovations.
Instinctual level of readiness for innovative
educational activities. This level of readiness
formation includes specialists who, according to
the peculiarities of thinking and practical
activities, treat novelty questions as an
alternative to traditional training. The basis of
their activity in this case is an emotional, intuitive
attitude to the perception of new things because
they are new, and not a deep theoretical
knowledge of the features of an innovative idea
Volume 11 - Issue 60
/ December 2022
183
http:// www.amazoniainvestiga.info ISSN 2322- 6307
or an analysis of the practice that is based on this
idea. Their reflection is not formed.
Reproductive level of readiness for innovative
educational activities. Specialists belonging to
this category are well aware of the theoretical
foundations, content, and specific methods of
innovative specialists, and often use elements of
these systems in their own activities. However,
the use of innovations in their practice is
unsystematic (disordered), situational. Some
experts believe that their authors can only apply
the latest technologies. Their reflection is not
sufficiently expressed.
Search level of readiness for innovative
educational activities. Specialists of this group
attempt to work in a new way, embodying well-
known skills and methods of educational work in
their own activities. They are prepared to
experiment, do not hide their successes or
mistakes, and are open to public debate and
understanding of educational innovations.
Creative level of formation of readiness for
innovation activities. Specialists of this level are
creative in innovative activities, have meaningful
knowledge about new scientific and innovative
methods to teaching and educating, own the
latest skills and make their own. The realization
of creative potential in the innovation process is
the most important reference point for many of
them.
Knowledge of the level of formed readiness of
each specialist for innovation activities allows
both the specialist to plan their self-development,
and the head of the school to adjust the
innovative potential of the team, which is an
important component of structural professional
qualities.
The formation of specialists' readiness for
innovation activities implies the availability of
appropriate models. One of the existing models
in modern science and practice is the model of
training specialists to use innovative
technologies, which includes the following
interdependent components:
a) awareness of innovative educational
technology by:
− mastering the content and methodology of
innovative technologies;
− mastering the technology of developing and
applying innovations;
− determining a personal position on the need
to use innovative technologies in practice;
b) technologization in the formation of
competence of specialists in the
development and use of innovative
technologies;
c) effectiveness of teacher training for the use
of innovative technologies and its
assessment.
When preparing future specialists for innovative
activities, the teacher's interaction with students
should comply with the following principles:
− continuity and integrity of personal
development, harmonization of activities,
integration of all its aspects;
− personal orientation;
− professional and practical orientation;
− alternatives, freedom of choice;
− awareness of professional and personal
development during educational interaction;
− creative self-expression, collaboration and
co-creation (Bartkiv, 2010).
The following parameters of a specialist's
innovation activity are defined:
1) Readiness of the specialist to carry out
innovative activities.
2) Innovative activity of a specialist.
3) Effectiveness of innovation activities.
4) Each activity parameter is detailed with
certain indicators.
The parameter "The readiness of a specialist to
carry out innovative activities" is revealed by the
following indicators:
− ability to self-organize;
− ability to introspect, reflection;
− ability to abandon stereotypes of thinking;
− striving for creative achievements;
− critical thinking, ability to make value
judgments.
The following indicators characterize the
«Innovation activity» parameter:
− variability of activity;
− mastering the methodology of creative
activity;
− knowledge of research methods;
− ability to accumulate and use the experience
of creative activities of other specialists;
− ability to cooperate and provide mutual
assistance.
184
www.amazoniainvestiga.info ISSN 2322- 6307
The following indicators reveal the
«Performance» parameter:
− creation of the author's idea of teaching and
educating;
− development of the content of plans and
programs; methods, technologies;
− testing of innovations;
− dissemination of educational innovation;
− identification of an innovative initiative.
Various forms of attracting a specialist to
innovation activities include:
− organization of a permanent scientific
seminar on the most pressing problems that
teachers of an educational institution are
working on;
− position of specialists at research institutes
and institutions of Higher Education;
− educational assemblies, round tables,
debates;
− business, heuristic games for generating new
pedagogical ideas;
− creative activity of specialists in
methodological associations;
− involvement in methodical and practical
discussions;
− overview of their own experience and the
experience of their colleagues;
− classes at different advanced training
courses;
− independent research, creative work on the
topic, problem;
− participation in collective experimental
research work within the framework of a
common problem that teachers of an
educational institution are working on.
The strategy of innovation activity of the
teaching staff, individual teachers in each
specific situation has its own time limits,
depending on the scale of innovation, on how
much time and what human, organizational,
material and financial resources it requires.
However, most importantly, the innovative
activity of specialists is the basis for updating
educational institutions, creating a qualitatively
new practice – an author's institution or a radical
reform of the entire educational system.
Innovative activity of a specialist involves
compliance with the following principles: 1) The
principle of education integration. 2) The
principle of differentiation and individualization
of Education. 3) The principle of democratization
of Education.
An innovation specialist should be able to
implement:
− humanism (trust in pupils, deference for
their character, pride, sureness in their
abilities and capabilities; feeling of changes
in the values of education: not the
assimilation of formal knowledge and skills,
but the humanity of relationships, freedom
of expression, cultivation of individuality,
creative self-realization of the individual);
− empathic understanding of pupils (the desire
and ability to feel the other as yourself,
understand the inner world of pupils,
perceive their positions);
− cooperation (regular change of pupils into
co-creators of the educational process;
knowledge of communication culture);
− dialogism (ability to listen, be interested in
opinions, develop interpersonal dialogue
based on equality, shared understanding and
co-creation);
− personal position (creative self-expression,
in which the teacher seems before students
as a person who has his own opinion, is open
in the manifestation of his spirits, reactions;
improvement in his profession – the
acquisition of various competencies, etc.)
(Voloshyna, 2014).
−
The measures are aimed at clarifying the tasks
and functions of executive authorities and local
self-government in the innovation sphere and
providing legal bases for the creation of
structural divisions by local state administrations
on innovative development issues. A number of
measures are aimed at creating favorable
conditions for the activation of innovation
activities, the introduction of innovations, the
functioning of innovation infrastructure. In
addition, the market of innovations and
technologies by improving the legal basis for the
functioning of technology parks, promoting the
creation and functioning of technology
platforms, simplifying the procedures for the
formation of innovation clusters, small
innovative enterprises (Artiomov, 2016).
Conclusions
The main goal of modernizing the higher
education system is that the effectiveness of
higher education can be improved by designing
and implementing the latest educational systems
and technologies. The structure of readiness for
innovation activity is measured as a set of
motivational, mental, creative, reflexive
components and the level of formation of a
specialist's readiness for innovation activity. It is
Volume 11 - Issue 60
/ December 2022
185
http:// www.amazoniainvestiga.info ISSN 2322- 6307
highlighted as one of the main models of training
specialists to use innovative technologies. It was
found out that when preparing future specialists
for innovative activities, the teacher's interaction
with students should comply with the following
principles: continuity and integrity of personal
development, harmonization of activities,
integration of all its aspects; personal orientation;
professional and practical orientation;
alternative, freedom of choice; awareness of
professional and personal development during
interaction; creative self-expression, cooperation
and co-creation. The parameters of innovation
activity of a specialist are determined and the
forms of attracting a specialist to innovation
activity are highlighted, and the principles of
innovation activity of a specialist are written out.
We see prospects for further research in studying
the experience of developed countries in
introducing innovative educational technologies
into the system of professional training of
specialists.
Bibliographic references
Artiomov, I.V. (2016). Innovations in Higher
Education: Topical Aspects. Uzhgorod:
Uzhgorod National University.
Barba, I., Riazantsev, L., Koturha, O.,
Poliakov, S., & Bondarets, N. (2021). The
Use Of Elements Of Innovative Pedagogical
Technologies In Educational Activities.
International Journal of Computer Science
and Network Security, 21(12) 117-122.
Bartkiv, O. G. (2010). Teacher readiness for
innovative professional activity. Problems of
modern teacher training, 1, 52-58.
Castañeda, L., & Williamson, B. (2021).
Assembling New Toolboxes of Methods and
Theories for Innovative Critical Research on
Educational Technology. Journal of New
Approaches in Educational Research, 10(1),
1-14.
Dovgal, O., Havrylova, O., Potryvaieva, N.,
Tolstova, N., Ostapchuk, T., &
Onyshchenko, N. (2021). Application Of
Innovative Technologies In Higher
Education Institutions Of Ukraine: Forms
And Methods. International Journal Of
Computer Science And Network Security,
21(5), 43-47.
Dubasenyuk, O.A. (2009). Innovative
educational technologies and methods in the
system of professional and pedagogical
training. Professional pedagogical education:
innovative technologies and methods:
Monograph. Zhytomyr: Department of the
State University named after I. Franka. 14-47.
Dychkivska, I.M. (2004). Innovative
Pedagogical Technologies: Study Guide. K.:
Academvidav. (In Ukranian)
Galynska, O.M., Shkoliar, N.V., Dziubata, Z.I.,
Kravets, S.V., & Levchyk, N.S. (2021).
Innovative Teaching Technologies as a Way
to Increase Students' Competitiveness.
International journal of education and
information technologies, 15, 215-226.
Khallo, O., Bulgakova, O., Siranchuk, N.,
Vertuhina, V., & Oleksyuk, O. (2022).
Modern educational technologies in the
educational process in higher education
institutions. Ad alta-journal of
interdisciplinary research, 12(1), 138-142.
Koda, S., Turkpenova, D., Kyrylenko, S.,
Malyk, V., & Lukіianchuk, A. (2022).
Innovative elements in distance learning in a
multicultural environment. Amazonia
Investiga, 11(56), 232-239.
https://doi.org/10.34069/AI/2022.56.08.23
Komar, O., Bazhenkov, I., Vnukova, O.,
Kolomoiets, H., Yanchyshyn, A., &
Polishchuk, O. (2021). Theoretical Principles
Of Using Innovative Modern Technologies In
Higher Education Institutions. International
journal of computer science and network
security, 21(9), 185-190.
Kovshar, E., Palshkova, I., & Savchenko, L.
(2019). Interaction of Productive and
Interactive Technologies in the Educational
Process of Higher School. Amazonia
Investiga, 8(20), 229-235. Retrieved from
https://amazoniainvestiga.info/index.php/am
azonia/article/view/88
Kravchenko, T., Varga, L.,
Lypchanko-Kovachyk, O., Chinchoy, A.,
Yevtushenko, N., Syladii, I., & Kuchai, O.
(2022). Improving the Professional
Competence of a Specialist in Poland by
Implementing Multimedia Technologies.
International Journal of Computer Science
and Network Security, 22(9), 51-58.
Kryvoshein, V., Vdovenko, N., Buriak, I.,
Saienko, V., & Kolesnyk, A. (2022).
Innovative Educational Technologies in
Management Training: Experience of EU
Countries. International journal of computer
science and network security, 22(6), 45-50.
Li, Y. (2017). Study of educational technology
innovation based on the perspective of big
data. Agro food industry hi-tech, 28(3),
813-816.
Oseredchuk, O., Mykhailichenko, M.,
Rokosovyk, N., Komar, O., Bielikova, V.,
Plakhotnik, O., & Kuchai, O. (2022).
Ensuring the Quality of Higher Education in
Ukraine. International Journal of Computer
186
www.amazoniainvestiga.info ISSN 2322- 6307
Science and Network Security, 22(12), 146-
152. DOI 10.22937/IJCSNS.2022.22.12.19
Plakhotnik, O., Strazhnikova, I., Yehorova, I.,
Semchuk, S., Tymchenko, A.,
Logvinova, Ya., & Kuchai, O. (2022). The
Importance of Multimedia for Professional
Training of Future Specialists. International
Journal of Computer Science and Network
Security, 22(9), 43-50.
Rashidovna, F.V., & Nurkabilovna, S.G. (2022).
Innovative technologies in improving the
management of preschool educational
organizations. International journal of early
childhood special education, 14(5), 958-965.
URL: https://www.int-
jecse.net/admin/uploads/958-965.pdf
Shchyrbul, O., Babalich, V., Mishyn, S.,
Novikova, V., Zinchenko, L.,
Haidamashko, I., & Kuchai, O. (2022).
Conceptual Approaches to Training
Specialists Using Multimedia Technologies.
International Journal of Computer Science
and Network Security, 22(9), 123-130.
Shevchenko, L., Makhynia, N., Polishchuk, G.,
Sotska, H., Koval, V., & Grygorenko, T.
(2021). The Training of Future Teachers for
Innovative Teaching Activities. Postmodern
Openings, 12(1), 21-37.
Voloshyna, O.V. (2014). Pedagogy of innovation
in higher education. Vinnytsia: Vinnytsia
State Pedagogical University.
