DEVELOPMENT OF INNOVATIVE THINKING OF A MODERN TEACHER

Abstract

Objective of the article is to analyze the new approaches in the education system, new pedagogical thinking, and a new attitude of the teacher to his activities, the result of which is the upbringing of an “innovative person”. Methods. The main scientific results are obtained using a complex of general scientific research methods, namely: systematization and generalization, theoretical generalization, analysis and synthesis. Results. At the modern level of development of civilization, a special role is played by the innovative potential of society, which needs people who are able to think systematically and constructively, quickly find the necessary information, take adequate decisions, and create new ideas in various fields of knowledge. This, in turn, forms a social demand for new approaches in the educational system, new pedagogical thinking, and a new attitude of the teacher to his activities, the result of which is the upbringing of an “innovative person”. The ideas of the Ukrainian school’s graduates about their future are associated with personal activity, entrepreneurship and individual creativity, are perceived and evaluated through the range of concepts such as «career success», «performance», «high level of income». Socially and economically unsuccessful subjects cease to be the standard of the educational ideal, the vector of moral orientation is developed in the direction of increasing respect for a person who has formed itself, a competent person. The educational process in secondary schools is carried out by the existing staff of teachers, who, for the most part, implement their professional activities based on patterns of perception of activity and behaviour that were formed a long time ago. They consciously or unconsciously deliver ideological, socio-cultural attitudes that are irrelevant for young people, focusing on their preferences and behavioural stereotypes. The introduction of competence-based and personality-oriented learning is a necessity, a response to the existence of a problematic field of educational modifications, the irreversibility of which is now obvious to everyone. The transition from a knowledge-based approach to competence-based, in which theoretical knowledge becomes not the main goal of the educational process, but a means of ensuring a person’s success in his chosen field of activity, is declared in all state educational documents. But in the routine and actually determining the behaviour of the current motivational attitudes, many of them often do not want to listen to the opinions of others, reflect the shortcomings, mistakes, are not ready to spend time developing more effective forms of work, encourage students to improve the quality of learning, are not always ready for creativity and innovations. There are enough methods to find new ideas. Which of the methods to choose depends on the initial conditions of the task and the set of the participants. We have reviewed some of them and would like you to test their effectiveness during the practical work.