PROFESSIONAL TRAINING OF FUTURE TEACHERS FOR INNOVATIVE ACTIVITIES: PRACTICAL ASPECT

Abstract

The article is devoted to the practical aspect of professional training of future teachers for innovative activities.It is noted that the main feature of training future teachers is educational activity aimed at the formation of a high level of competence in the chosen profession. The basis for this is the disclosure of the essence of innovative activity, which is aimed at the implementation of the results of scientific research and advanced practical experience in the socio-economic development of society. It is determined that the concept of professional training of future teachers is based on methodological approaches (traditional, activity and value-personal) and involves the formation of knowledge and skills in students that are necessary for the implementation of innovative activities in the professional field. The identification of practical aspects of professional training of future teachers for innovative activities (using the example of project learning technology) was carried out during the development of the model and technology, where they were reflected. The training model ensures the systematicity and integrity of this process and includes the following components: target, content, procedural and evaluation-result. The technology of training future teachers for innovative activities involves an orderly set of actions that ensures that future teachers achieve an average and high level of readiness for innovative activities in the process of consistent progress from the cognitive to the practical and reflective-evaluative stage with constant reliance on reflection and self-assessment. It has been determined that the features of training future teachers for innovative activities are: maximum use of practice and independent work in the educational process of training students; orientation of the student training process to the results of their education, as well as the demand for graduates in the labor market; understanding the results of the student training process as competencies acquired by graduates, their professional and social activity; development of a system of continuous control, multi-aspect assessment and management of the quality of education. It is proven that the theoretical principles, concept, model and technology specified in the article reflect the most significant practical aspects of the professional training of future teachers for innovative activities.