PEDAGOGICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING THE READINESS OF FUTURE NATURAL SCIENCE TEACHERS FOR INNOVATIVE ACTIVITY

Abstract

Contemporary transformational processes in the system of higher pedagogical education lead to increasing requirements for the professional training of future natural science teachers capable of carrying out innovative activity in the context of the development of the educational environment. Purpose. The purpose of the article is to theoretically substantiate the pedagogical and methodological foundations for developing the readiness of future natural science teachers for innovative activity in the process of master’s degree training at higher education institutions. Methods. The study was conducted using a set of theoretical methods, including analysis and generalization of scientific and pedagogical sources, systematization of approaches to the professional training of future teachers, comparative analysis of scholarly views on the problem of innovative activity in education, as well as pedagogical modeling to determine the structure of readiness for innovative activity. Results. The article clarifies the essence of the readiness of future natural science teachers for innovative activity as an integrative characteristic of professional training that combines motivational – value-based, cognitive, activity-practical, and reflective components. The pedagogical foundations for developing this readiness are substantiated on the basis of competence-based, activity-based, and innovation-oriented approaches. Methodological conditions for their effective implementation within the educational process of master’s degree training are identified. Conclusions. The study theoretically substantiates that a systematic integration of pedagogical and methodological foundations in the process of master’s degree training of future natural science teachers contributes to the formation of their readiness for innovative activity. Prospects for further research are associated with the empirical verification of the proposed theoretical provisions.