Teacher’s readiness for innovative activity: structure, criterion apparatus, diagnostic toolkit

Abstract

Innovation has become an essential feature of all spheres of modern society, objectively determining the innovative development of higher pedagogical education as one of the basic social institutions that shapes an innovative personality. Therefore, the issue of teacher readiness for innovative professional activity is becoming increasingly relevant. The aim of this article is a theoretical consideration of the problem of innovative activity of a teacher in general and his readiness for such activity in particular. The objectives of the study are to define the essence and structure of teacher readiness for innovative activity. The theoretical approaches of scientists to the structure and content of the components of such readiness are analyzed. The authors propose a structure of teacher readiness for innovative activity as an integrative characteristic of the personality, consider the content of innovative-personal orientation (a set of motives, needs, values, attitudes that reflect a stable value attitude towards innovation; adaptability in conditions of socio-personal uncertainty; the need to update the strategy of professional activity on the principles of transgression), innovative awareness (erudition in fundamental knowledge and achievements of modern science and trends in higher education and innovation; general awareness of innovations in education), content-innovative activity (this component is associated with the constant updating of the content of academic disciplines based on taking into account innovative guidelines of strategic normative documents, educational standards, innovative potential of educational programs; implementation of innovative content in the educational process through an innovative format of interaction between subjects of the educational process) and reflection of innovativeness (awareness of one’s own innovative potential in professional activity, including the feeling of a lack of knowledge about the technological support of the implementation of pedagogical innovations; evaluation of the innovativeness of one’s own professional activity and forecasting its results and prospects) of the components of teachers’ readiness for innovative activity. The criteria and indicators of readiness are substantiated, the levels of teachers’ readiness for innovative activity are identified (low, medium, sufficient, high), and the author’s diagnostic tool for determining the level of formation of teacher readiness for innovative professional activity is proposed