Model formation of future teachers readiness to innovative activity
The relevance of the study is justified by the new requirements for the personality of a specialist in the field of education. Thus, an obligatory component of professional and pedagogical competence is the innovative competence of the teacher. The formation of this competence in future teachers in the system of their professional training in higher education requires special methodological system of innovative competence formation. The purpose of this article is to reveal the essence and to describe the model of readiness to innovative activity of future teachers. The purpose of the article is realized by applying theoretical (spectral analysis, generalization) and empirical (modeling, methods of pedagogical diagnostics) methods of scientific knowledge in the research. On the basis of the application of these methods in the study, the essence, features and structure of pedagogical innovative activity are determined. The necessity of innovative activity readiness formation of future teachers is substantiated. The components of the structure of teacher's readiness for innovative activity are described. The essence of pedagogical formation model of future teachers readiness to innovative activity is described. Its efficiency on the basis of quantitative and qualitative results is proved. The elements of scientific novelty in the work are represented by the creation of an experimental pedagogical model of the formation of the future teachers’ readiness to innovative activity, the substantiation of methodological and methodical aspects of its implementation, the development of the criteria base for determining the level of formation of the future teachers’ readiness to innovative activity.
Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities - St. Petersburg: Peter, 2000. – 304 p.
Barnett H. Innovation: The Basis of Culturul Change. – N.Y., 1983. – 34p.
Chirva, A.N., Chirva, O.G. (2018). Contents and method of professionally oriented training of informatic disciplines of future teachers of technologies. Scientific Vector of the Balkans, 1, 27-31.
Cirdan, A.P. (2019). Innovative technologies of professional training of future economists in the system of continuous education. Humanitarian Balkan Research, 2(4), 27-30.
Denysenko, S.M. (2018). Application of quest technology in the professional training Of Bachelor of Publishing and Polygraphy in Higher School. Balkan Scientific Review, 1, 29-33.
Ihnatenko, H.V., Ihnatenko, K.V. (2018). Formation of self-dependence as a professional ly-important personality trait of a future vocational education teacher by means of case-technology. Humanitarian Balkan Research, 1, 40-42.
Ilina, N.F. (2014). Formation of innovative competence of the teacher in the regional space of continuous education: author. dis. ... Dr. Ped. sciences. - Krasnoyarsk, 42.
Moon, J.A. (2000). Reflection in learning and professional development: theory and practice. London: Kogan Page, 299.
Slastenin, V.A., (2002). Pedagogy: Textbook. allowance for stud. higher ped. studies. institutions. V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 576.
Slastenin, V.A., Podymova, L.S. (2007). The readiness of the teacher to innovate // Siberian Pedagogical Journal. 1, 42-49.
Smirnova, ZH. V., Gruzdeva, M. L., & Krasikova, O. G. (2017). Open electronic guarantees in the educational activities of the university. Vestnik Mininskogo universiteta, (Vestnik of Minin University), (4), 3. (in Russian)
Trifonova, S. А. (2011). Diagnostics of the formation of teachers' readiness for the implementation of innovative activity. Actual problems of pedagogy: materials of the Intern. in absentia scientific conf. Young Scientist Publishing House, 211.
Nikishina, A.L., Kesareva, E.M. (2017). State and prospects of development of personnel exchange in secondary vocational education. (Azimuth of Scientific Researches: Economics and Management). 6, 4 (21), 104-108.
Vaganova O.I., Ilyashenko L.K. The main directions of implementation technologies of student-centered education in high school. Vestnik of Minin University. 2018. vol. 6, no. 3. p.2 DOI: 10.26795 / 2307-1281-2018-6-3-2 (in Russian).
Vaganova, O.I., Konovalova, E.Yu., Abramova, N.S., Lapshova, A.V., Smirnova, Z.V. (2019a). Increasing the level of teachers' readiness for pedagogical project. Amazonia Investiga, 8 (22), 286 – 294.
Vaganova, O.I., Odarich, I.N., Popkova, A.A., Smirnova, Z.V., Lebedeva, A.A. (2019b). Independent work of students in professional educational institutions. Amazonia Investiga, 8 (22), 295 – 304.
Vaganova, O.I., Sirotyk, S.D., Popkova, A.A., Smirnova, Z.V., Bulaeva, M.N. (2019c). Additional education in higher professional educational institution. Amazonia Investiga, 8 (22), 305 – 310.
Vaganova, O.I., Smirnova, Z.V., Gruzdeva, M.L., Chaykina, Z.V., Ilyashenko, L.I. (2019d). Development of training content for master students in course "mechatronics and robotics" at the University. Amazonia Investiga, 8 (22), 694 – 700.
Vaganova, O. I. (2019e). Formation of competence in the possession of modern educational technologies at a university. Amazonia Investiga, 8 (23), 87-95.
Vaganova, O. I. (2019f). Organization of practical classes in a higher educational institution using modern educational technologies. Amazonia Investiga, 8 (23), 81-86.
Vaskovskaya, G.A. (2018). Features of implementation of pedagogical technologies of profile training. Balkan Scientific Review, 1, 76-79.
Ilyin E.P. Motivation and motives. - SPb.: Peter, 2000. - 512 p.
Yakovleva, N. (2002). Theoretical and methodological foundations of pedagogical design. M.: Publishing house ATiSO, 239.