Формування готовності викладача до інноваційної діяльності в практиці викладання іноземної мови у ВДНЗУ «УМСА»

Abstract

У статті розкрито загальні засади педагогічної діяльності. Досліджено готовність педагога до інноваційної діяльності як важливу професійну якість, виявлено рівень підготовленості до освоєння інновацій серед викладачів кафедри іноземних мов з латинською мовою та медичною термінологією ВДНЗУ «Українська медична стоматологічна академія»; The article describes general principles of pedagogical activity. The readiness of teaching staff to innovative activity as an important professional quality was reaserched. The level of readiness to adopt innovations among teachers of Foreign Languages with Latin Language and Medical Terminology of HSEE "Ukrainian medical Stomatological Academy" was determined. Successful innovative activity implies that the teacher is aware of the practical value of various innovations and appropriateness of their use in education not only on professional, but also on a personal level. In foreign and native science the questions of innovative educational activity were outlined. There are scientific works relevant to the problem of readiness to innovate activity. The purpose of the article is to study the readiness to innovative activity in the process of pedagogical practice, its structure, level indicators and conditions of its formation. Scientific literature analysis has allowed to define the term «readiness to innovative educational activity» as a personal and professional quality characterized by awareness of the importance and student interest to carry out educational activity on the basis of innovation; availability of motivation, professional knowledge and skills that ensure the organization of innovative educational activity; requirement of creative self-realization and professional development. The investigators consider innovative activity as pedagogical activity with certain aim based on realizing own practical educating experience to achieve the best results, obtaining new knowledge, qualitatively different pedagogical practice. It has been found that the formation of the readiness to innovate activity is held during the pedagogical practice. The structural components of readiness to innovative educational activity are defined. The pedagogical conditions of future teacher readiness to innovative activity during pedagogical practice were determined.