Abstract
The article presents a study of the potential of teachers to implement in- novations in their professional activities and factors hindering the transition to the mode of innovative development. The study revealed that, according to a number of indicators, the level of innovative readiness for mastering innovations among respondents is low, and that purposeful and systematic work is needed both from the management and the teachers in order to introduce innovations in preschool educational institutions. The study uses an integrated approach aimed at finding tools and methods of training preschool teachers with diverse social and intellectual needs, who are able to develop in their professional ac- tivities. Recommendations for the preparation of preschool teachers for innovative activi- ties are presented.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
