FORMATION OF FUTURE BIOLOGY AND HEALTH BASICS TEACHERS’ READINESS FOR INNOVATIVE EDUCATIONAL AND PEDAGOGICAL ACTIVITIES

The article examines the main theoretical and methodological features of forming the readiness of future Biology and Health Basics teachers for innovative educational and pedagogical activities. The relevance of this topic is that the current education reform (changing the status of educational institutions, introducing modular programs, innovative changes in the assessment of students’ knowledge, optimizing the number of subjects) requires the expansion of theoretical and methodological knowledge about the implementation of innovative educational and pedagogical activities, which should be transformed into practical activities of a modern teacher. Substantiating the issue of innovative educational and pedagogical activities in the system of education as a whole, its essential characteristic is the improvement or updating of the entire educational content by creating, disseminating and mastering new effective ways and means of achieving the educational goals set by modernity. The purpose of the article is to actualize the peculiarities of the future teacher’s readiness for innovative educational and pedagogical activities.Today’s education in Ukraine is focused on the need to introduce a variety of approaches to solving new (reformist) educational tasks, and their active implementation in the theory and practice of professional and pedagogical activities. Innovative educational transformations require a particularly high level of theoretical knowledge and practical and professional training of the future teacher. Modern realities (modular programs, criteria for assessing the knowledge of students, etc.) require the future teacher to have a readiness to develop professionally, test and implement pedagogical innovations in the process of teaching such subjects as Biology and the Basics of Health, as this becomes a necessary component of his/her professional readiness.Having considered the essence and components of readiness for innovative activity, factors and conditions of its formation in future teachers of biology and health basics, we can draw the following conclusions:1. Formation of readiness for innovative activity in future teachers who will teach Biology and Health Basics in educational institutions of various types is one of the urgent problems of modern science and practice. Innovative activity in the education system involves rethinking, improving or updating educational practice by creating, improving and mastering new effective methods, techniques, ways and means of achieving the established goals in education.2. Readiness for innovation is an integral multi-vector quality of a personality, characterized by the presence and a certain level of formation of motivational and orientational, content and operational, and evaluative and reflective components in their unity, which is manifested in the desire for innovation, which is an update of teacher’s professional growth.3. Formation of biology and health basics teachers’ readiness for innovative activities is a process that reveals values and humanistic orientation, awareness of the methodology for solving professional and pedagogical problems, ways of implementing conceptual educational models in professional activities; comprehension of the results of pedagogical innovations, development of criteria for their evaluation and self-assessment. Keywords: readiness for innovative educational and pedagogical activity; motivational and orientation component; content and operational component; evaluation and reflection component; innovative potential; comfortable innovative environment; indicators of readiness for innovative activity; innovative behavior; social infantilism.