ФОРМУВАННЯ ГОТОВНОСТІ ПЕДАГОГІВ-ОРГАНІЗАТОРІВ ДО ІННОВАЦІЙНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ
Forming the readiness of teachers-organizers to the innovative professional activity
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The article is devoted to the problem of forming the readiness of teachers-organizers to the innovative professional activity. The readiness is defined as a integrative quality of a personality which is characterized by the presence and some level of formation of motivational and orientation, informative and operational, evaluative and reflexive components in the unity, that reveals itself in aspiration to innovative activity and being ready to its performance on the professional level. The scientific literature analysis testifies to the fact that there are a lot of researches which, unfortunately, do not allow forming the unique idea about the “readiness” as a scientific notion as they reflect only some aspects of the mentioned above notion and very often show coexistence of many opposite definitions and contradictory notions of the phenomenon researched. In the context of our research tasks the readiness is defined as a substantial precondition of goal-oriented activity, its regulation, stability and effectiveness. Professional readiness helps a person fulfill his duties successfully, use his knowledge, experience, personal qualities correctly, retain self-control and change his way of actions in case of unpredictable barriers occurrence. On the other hand, readiness to innovative pedagogical activity is a peculiar personality condition which assumes motivational and evaluative attitude of a teacher-organizer to his professional activity, his possession of effective methods and means of achieving pedagogical aims, having the ability to creativity and reflection. It is the basis for active social, professional and pedagogical subject stand, which stimulates to innovative activity and contributes to its productivity. Thus, forming the readiness of teachers-organizers to innovative activity assumes the following models with the next interdependent components: a) being well-informed about the innovative pedagogical technique; b) being well-technologized in forming teachers’ competence in working out and using innovative pedagogical techniques; c) having results in teachers training to applying innovative pedagogical technologies and their assessment. Forming the readiness of teachers-organizers to innovative activity is a process which gives a specialist the possibility to develop his value scale, humane orientation, understanding the technology of solving professional and pedagogical problems, his interpreting the results of pedagogical innovations, working out the criteria of their analysis and assessment.
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