Abstract
The main purpose is to determine the main aspects and features of the implementation of innovations in the professional training of teachers. Now all over the modern world standards, technologies of vocational education and training of specialists are being revised, updated. Indeed, the reform of professional pedagogical education requires the approval of fundamental pedagogical education, the harmonization of methodological, didactic and psychological knowledge, which will allow a specialist to fully realize the humanitarian, cultural functions of education, master innovative technologies of teaching and upbringing. The formation of a new education provides for natural processes of the development of pedagogical practice, a purposeful control effect on the training system, retraining of pedagogical personnel, significant adjustments to the content, style of activity of pedagogical institutions, future teachers, that is, the transition of the educational system to functioning on a new basis. The current state of the training of future teachers in higher educational institutions dictates the need to look for new ways to improve the quality of their theoretical training, the ability to independent creative work, and professional self-development. The methodological training of future teachers should be based on modern teaching technologies, which graduates should have flawlessly. Based on the results of the study, the key features of the implementation of innovations in the professional training of teachers were identified.
Highlights
The formation of the readiness of future teachers for professional innovation is possible subject to the introduction of such methodological skills as gnostic; creatively reflexive.If earlier pedagogical higher educational institutions were focused on the transfer of knowledge and the formation of skills for the performance of professional duties, in the context of the introduction of new state standards of primary education, the Concept of a new Ukrainian school, the most important direction for improving vocational training is the widespread introduction of modern information technologies, modeling methods, design technologies, interactive teaching methods and the like
The current state of the training of future teachers in higher educational institutions dictates the need to look for new ways to improve the quality of their theoretical training, the ability to independent creative work, and professional self-development
Modern requirements of society regarding a significant improvement in the professional training of graduates of higher pedagogical educational institutions as highly professional specialists capable of effective pedagogical activity, determine the emergence of new approaches, forms and methods of implementing the process of their training
Summary
The formation of the readiness of future teachers for professional innovation is possible subject to the introduction of such methodological skills as gnostic (systematic collection of information of methodological and analytical content, interpretation of educational and methodological processes, analysis of cause-and-effect relationships between them, orientation in the didactic and methodological contexts of modern education, impartial perception of new methodological knowledge and experience for making the right decision, substantiation and implementation of a methodological idea through the prism of one's own methodological views and one's own attitude, identifying variability in determining ways of solving methodological problems, tasks and situations, analyzing the effectiveness of the forms, methods, means used); creatively reflexive (free use of methodological knowledge and skills, creative and independent fulfillment of tasks of the methodological direction, creative rethinking of methodological material, expressing one's methodological thoughts, ideas, suggestions, implementing one's own style of methodological activity, creative implementation of educational and methodological products and creating one's own products, independent acquisition of new methodological knowledge and experience as a factor of professional self-realization and self-development, mastering methodological skills, independent analysis, adequate assessment and self-assessment of didactic-methodological situations, effective implementation of methodological reflection). The effectiveness of teaching activities is determined by his research work with students, the ability to capture applicants with his creativity and attract them to science, to form curiosity and desire for knowledge among applicants. Under such conditions, applicants willingly participate in the discussion of scientific problems that the departments organize, take an active part in competitions of scientific works, scientific and practical conferences of different levels. Modern requirements of society regarding a significant improvement in the professional training of graduates of higher pedagogical educational institutions as highly professional specialists capable of effective pedagogical activity, determine the emergence of new approaches, forms and methods of implementing the process of their training. The growth of requirements for the professional training of teachers requires a qualitatively new theoretical and methodological provision of student youth with knowledge of the basics of science, and of new pedagogical achievements, educational technologies in a higher pedagogical educational institution
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