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READINESS TO INNOVATIVE ACTIVITY IN THE PROCESS OF PEDAGOGICAL PRACTICE AS AN IMPORTANT PROFESSIONAL QUALITY OF FUTURE TEACHERS

100%
Калюжна Т., Радченко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 3(47)
354-360
EN
The article deals with the theoretical bases of forming the future teacher readiness for innovative educational activity in the process of pedagogical practice. Nowadays the readiness to innovative educational activity is one of the most important qualities of a teacher and the factor of his successful professional activity. The aspects of teacher readiness are considered to innovative activity taking into account modern priorities of education. Teacher’s readiness to development, testing and implementation pedagogical innovation in the educational process appears as a necessary component of their professional readiness. The term «readiness to innovative educational activity» is defined as a personal and professional quality, characterized by awareness of the importance and students’ interests to the training and educating pupils on the basis of innovation; presence of motivation while obtaining special knowledge, skills, which are embodied in the organization of educational work; requirements to creative self-actualization and self-realization. It has been found that teaching practice develops the students’ creativity and independence, promotes them as socially active individuals with innovative potential. The structural components of readiness to innovative educational activity are characterized. Readiness to innovate activity is an integral quality of the individual, and it is characterized by a certain degree of formation of motivational, cognitive, creative, reflective and technological components in their unity, which is manifested in the desire to innovative educational activity, in readiness for its implementation at the professional level. The pedagogical conditions of students’ readiness forming to innovative educational activity during teaching practice are determined. The formation of teachers’ readiness to innovative activity is a process that allows the teacher to help in the developing of his values and humanistic orientation, awareness of solving methodology vocational and educational problems, the specific concepts, the ways to implement the conceptual schemes of experience; understanding his results of pedagogical innovations, criteria development of their evaluation and self-esteem.
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INNOVATIVE COMPETENCES IN PROFESSIONAL1 AND PRIVATE LIFE

80%
Beata P., Piotr B.
Edukacja Dorosłych
|
2014
|
issue 1(70)
EN
The study raises the issue of innovative competences, which are significant in the light of modern person's functioning in a changing environment. The categories of innovation, innovative competences were defined. The need of shaping the competences, both in private and professional life was shown. The role of school education in the process of shaping creative and innovative competences was determined.
PL
Artykuł dotyczy kompetencji innowacyjnych, które są istotne w świetle funkcjonowania współczesnego człowieka w zmieniającym się środowisku. Zdefiniowano w nim pojęcia: innowacjność, innowacyjne kompetencje. Ukazano potrzebę kształtowania kompetencji innowacyjnym zarówno w życiu prywatnym, jak i zawodowym. Zaprezentowano rolę edukacji szkolnej w procesie kształtowania kompetencji twórczych i innowacyjnych.
DE
Im Artikel wird die Frage der innovativen Kompetenzen berührt, die im Lichte des Lebens des gegenwärtigen Menschen in sich wandelnden Umgebungen relevant ist. Es wurden darin solche Begriffe wie Innovation und innovative Kompetenzen definiert sowie das Bedürfnis dargestellt, die innovativen Kompetenzen sowohl im privaten als auch beruflichen Leben zu gestalten. Es wurde auch die Rolle der Schulbildung bei der Formierung der kreativen und innovativen Kompetenzen beschrieben.
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