Training of future primary school teachers for using innovative technologies

Abstract

The article deals with the problem of developing the ability of future primary school teachers to innovative activity. The purpose of the article is based on self-reflection of the experience of training future teachers of primary education for the implementation of pedagogical innovations to substantiate some constructive ways of formative influence on the process of developing their business reputation in the outlined plane. Results. In the context of the analysis of the approaches that have developed in modern pedagogical science, not only the realities of today regarding the uniqueness of the student of higher education, European integration processes and the multifunctionality of education as a field are considered, but also the latest ideas about the purely innovative content of the teacher's professional activity. The scientific status of the concept of «creative thinking» among relatives (such as «independent thinking») has been clarified. The nature of the attitude of future primary school teachers to the innovative vector of the professional activity of a modern teacher is specified. The expediency of the process of training students for the implementation of innovative professional activities as a system, in which the system-forming value is given to the development of a positive and active attitude of future primary school teachers to pedagogical innovations, to the awareness at the level of conviction of their unsurpassed significance in the conditions of the «tuning fork market of European integration educational transformations, has been proven. Conclusions. As a result of the self-reflection of the experience of formation of innovative competence among students of higher education, the constructiveness of the student’s free choice educational discipline «Innovative technologies of teaching educational branches in primary school» was ascertained. This approach has been tested at the Izmail State University of Humanities and proves the essentiality of its compensatory value and motivation for spreading it in university practice. The author concluded that the active involvement of teachers in innovative activities requires appropriate scientific and pedagogical support; the educational process of higher education institutions is an important factor in stimulating both the interest of students in the latest technologies and the improvement of their professional culture regarding the implementation of innovative activities. The author added that self-reflection of the experience developed in the above-described perspective convinces of the urgent need to consider the scientific and practical support for the development of innovative competence among students as a pedagogical system.