Abstract
The study mainly concentrates on identifying the need to form the skills and abilities of educational and research activity of future teachers as the foundation of the Gnostic criterion to evaluate their readiness for innovation. Through the research, the subsequent tasks were established: the investigation of the literature on the research issue, determination of the leading indicators of the gnostic criterion of the future teacher's readiness for innovation, construction of a questionnaire for teachers to recognize their readiness level for innovation, performing a survey, examining the outcomes. To address the issue, we applied particular methods as analysis, questioning, mathematical investigation of data. The author put forward the following hypothesis: if the future teachers do not improve the skills and capabilities of educational and research activity, then the Gnostic criterion for evaluating the teachers' readiness for innovative activities would demonstrate a low level. The study's conclusions revealed a low level of teachers' mastery in the skills and experiences of research and educational activity. As a result, a low level of teachers' readiness for innovation from the Gnostic criterion, which confirmed the theory put forward.
Highlights
The readiness of a person to effectively perform basic production functions becomes the main result of professional education
The analysis of the literature shows that secondary school teachers represent conservative circles who oppose any changes in the educational process as well as to any innovations (Fullan, 1993; Fullan, 1998; Rudduck, 1990)
Educational and research activity is, first of all, educational activity, consisting of mastering the components of research activities, as well as the formation of basic skills and abilities that contribute to successful research activity
Summary
The readiness of a person to effectively perform basic production functions becomes the main result of professional education Global processes such as globalization, increasing the speed of information flows required to change the direction of the development of the educational system towards the formation of a mobile, creative and independent personality. The social order or demand for specialists with pedagogical education brings about the necessity of training a teacher of a new type that is a teacher-researcher, a teacher who o can develop new technologies in education and upbringing (Petrova, 2011). Due to this fact, we analyzed the literature to state the problem. It is vital to develop the skills to investigate one’s own professional pedagogical activity, indicate and formulate the issue, to make suppositions concerning solving them, be capable of setting a task, distinguish the circumstances and new components in it, choose and create the variants of resolving it. (Ogilvie, 2008; Klieba et al, 2020)
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