Abstract
The article provides theoretical and methodological analysis, synthesis, generalization for the study of scientific literature on research problems; system-structural (classification, systematization); analytical research method to determine general and individual patterns, development trends and characteristics according to the classification features of teachers’ professiograms in postgraduate pedagogical education, including innovators, functions, principles and technologies are conceptualized. Special aspects of professional training, system of qualities, abilities, knowledge, skills, formedness, readiness, responsibility and correspondence in synergy of formation and development are noted and specified,, types of competencies included in the integral professional and pedagogical competence of educators-innovators are determined. It is stated that a teacher-innovator as a subject of innovative educational activity should be an author, developer, researcher, user, critic and propagandist of new empirical and / or theoretical knowledge, educational technologies, theories, concepts, models, methods, innovative educational programs and concepts. It is established that the main function of a teacher-innovator is to develop an innovative environment to achieve defined and predictable results, act as a tutor to students upon request during independent research work in the process of educational, scientific and cognitive activities. An analysis of innovative technologies in education and science, which have to to confirm teacher's compliance with the innovative mode of educational activities, his creative self-expression, focus on self-improvement, self-education, self-development and ensure a new quality of education. The most important of them are learning through action, adaptive learning, virtual classroom, use of multimedia services, application of infographics, public open online courses, eLearning, mobile, «cloud», synchronous and asynchronous, mixed, inverted, microlearning, self-directed, use of smart technologies, personalization, use of screencasts, use of youtube, application of creative techniques of lateral shift, gamification, consulting support. It is determined that formation of scientific and methodological teacher-innovator’s competence involves his evaluation using the main criteria,namely: novelty, optimality of educational innovations, level of effectiveness and quality, opportunities for creative application of innovation in public experience.
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