TEACHER PREPARATION FOR INNOVATIVE ACTIVITY IN A GENERAL SECONDARY EDUCATION INSTITUTION

Abstract

The article presents a theoretical substantiation of the problem of teacher preparation for innovative activity in general secondary education institutions within the context of contemporary challenges. The author emphasizes that, at the present stage, innovatization should be regarded not only as a process of implementing the latest technologies, but also as a holistic modernization of the philosophy of teaching, management, and interaction among all participants in the educational process. The necessity of transitioning from an adaptive to an anticipatory model of teachers’ professional development is substantiated, based on a subject-oriented position and the ability to independently design an innovative educational environment. The study specifies the component structure of teachers’ professional readiness, which integrates motivational (internal intention to renew educational practice), content-related (a system of knowledge about digital and educational technologies), and procedural components. Particular attention is paid to the role of professional self-management as a key instrument of reflective regulation of one’s own professional activity and the construction of individual educational trajectories within the “zone of professional growth”. The article identifies and systematizes the main ways of implementing readiness for innovative activity, among which the priority areas are: creating a stimulating innovative environment, ensuring continuous professional development in a digital format, introducing self-management technologies, and actively disseminating successful pedagogical experience within network interaction. It is proved that modernization of the in-service teacher training system on the basis of andragogical principles and flexibility ensures synergy between teachers’ innovative and digital competencies. It is generalized that the final result and the highest level of teacher readiness is professional self-realization — a holistic process of revealing the individual’s creative potential, enabling teachers to act as active subjects in the development of the modern innovative educational environment of Ukraine.