Use of interactive technology as a pedagogical conditions readiness future teachers to innovate

- Кобюк, Ю.М. (2014) Use of interactive technology as a pedagogical conditions readiness future teachers to innovate Педагогічні науки: теорія, історія, інноваційні технології, 4 (38). pp. 171-177. ISSN 2312-5993

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Abstract

The article investigates interactive learning technologies as pedagogical conditions of future teachers to innovate. We describe the priorities of the modern system of higher education in Ukraine. The concept innovation, innovation, willingness, commitment to innovation, the innovation potential teacher. Today, innovation activities are an integral part of teaching practice, because innovations significantly improve the results of educational activities. Innovation and process it largely depends on the innovative capacity of the teacher, the willingness to innovate involves the relationship between the performance of the teacher and his focus on improving their skills. The willingness of the teacher to innovate - is a complex integrative tumor personality, the essence of which consists interaction motivational, cognitive, operational and personal components in their unity, manifested in the quest for innovation and readiness to implement it on a professional level. Training of the future teacher for innovation is a complex long-term process, which consists of the stages has its own parameters and conditions. An important and integral condition for the formation of readiness for innovation in the modern education system, where the lead role is occupied innovative technologies constitute interactive learning technologies. In the article the role of interactive technologies in the process of preparedness for the future of innovation activities as part of their training to educational activities. Interactive technologies, technologies of active interaction, allow you to create a learning environment aimed at innovative approach to training and education, where the process of acquiring theoretical knowledge is closely linked to student mastery of the relevant activities and group learning organizations are seen as the main mechanism of individual trajectories of individual teacher and innovator. We assumed that if the process of preparing future teachers mastery of knowledge and the formation of practical skills will be done purposefully and systematically, and interactive training will be introduced, created an atmosphere of partnership, cooperation, collaboration and provided a highly motivated and self - learning in their future careers. It will be prepared by a teacher who is able to produce non-traditional forms and methods of work, which in turn will indicate a high level of educational excellence.

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