READINESS OF A NEW UKRAINIAN SCHOOL TEACHER FOR INNOVATIVE ACTIVITIES

Abstract

The article analyzes the problem of the readiness of NUS teachers to carry out innovative activities in the process of implementing educational reforms. It is shown that it is the NUS teacher who acts as an agent of changes, as he is the subject of the direct implementation of the guidelines of educational reforms in the pedagogical process. The readiness of NUS teachers for the systematic use and development of innovative pedagogical technologies, that is, for innovative activities at the practical-operational, technological level of the implementation of educational reform tasks, deserves special attention. The readiness of the NUS teacher for innovative activities in general and the application of innovative pedagogical technologies in particular, which is formed at the intersection of the development of the teacher's potential to maximize his creative and professional resource and his own resource of self-actualization as an individual, is considered. It is proven that innovative pedagogical technologies should be considered precisely as an integrated mechanism of simultaneous transformation of the educational process and teachers in the system of the
National Academy of Sciences which combines the subject and object subsystems of the innovation process. It is argued  that training within the framework of the project of training of teachers of NUS in innovative pedagogical technologies should be considered at the same time as the introduction of innovative approaches to postgraduate pedagogical education, which contribute to the professional development of teachers and educational managers. In particular, for NUS teachers, the technology of developmental learning allows them to effectively prepare for the implementation of several basic directions of innovations of NUS. The technology of gamification and in general the technology of edutainment, i.e. education through entertainment and games, is also promising for the preparation of teachers of the National University for the introduction of innovations in the educational process. Attention should be paid to the pedagogy of partnership, which is approved in the Concept of the National Academy of Sciences as the basic mechanism for the formation of an innovative educational environment.