Diagnostics of the Teacher's Professional Skills to use Innovative Forms and Teaching Methods

Abstract

The article aims to investigate scientific approaches to the process of diagnostics of the teacher's readiness for innovative activities as well as the basic skills necessary for the teacher to apply innovative forms and methods of education.
 The analysis of scientific research contributes to the determination of the main contradiction between the requirements put forward by the state to teachers regarding the introduction of innovative forms and methods of education and the insufficient level of mastery of innovative technologies and the formation of readiness for the introduction of innovations.
 The process of formation of professional skills to apply innovative forms and methods of training is presented in the form of a model, the structural components of which are: principles of organization of the educational process aimed at the effective formation of professional skills to apply innovative forms and methods of training; method of formation of professional skills to apply innovative forms and methods of training; methods of applying innovative forms and methods of education; diagnostics of the levels of professional skills to apply innovative forms and methods of training; implementation of innovative forms and methods of training into the educational process of higher education institutions; pedagogical guidance in the process of formation of professional skills to apply innovative forms and methods of education.
 It is revealed that the formation of professional skills to apply innovative forms and methods of training will contribute to the development of appropriate readiness.
 Four levels of development of skills to apply innovative forms and methods of education are defined and it is recommended to carry out diagnostics according to two indicators determining both, the theoretical and practical readiness of the teacher to apply innovative methods and forms of education.