RECONSIDERATION OF A TEACHER'S INNOVATIVE COMPETENCE IN THE DISCOURSE OF CONTEMPORARY REALITIES

Abstract

The article examines the justification and redefinition of the concept of innovative competence of educators in the context of contemporary socio-economic, technological, and pedagogical changes. It defines its structure, components, and ways of formation to ensure the quality of professional development for educators and enhance the effectiveness of the educational process, which is the purpose of the research. The domestic and international experience concerning the interpretation, formation, components, and theoretical justification of innovative competence in educators is thoroughly analyzed. The authors clarify the concept of "innovative competence of educators" as an integrative ability to effectively utilize the latest educational technologies, methods, and tools for optimizing the educational process, creating innovative approaches to teaching and nurturing, which address the current needs of society and educational institutions. It includes the readiness for continuous professional development, a creative approach to solving educational tasks, the ability to adapt to rapid changes, and the integration of innovations into one's pedagogical practice, all of which contribute to improving the quality of education and the development of learners. The structure of innovative competence in educators is defined as the correlation of the following components: 1) theoretical knowledge; 2) practical skills; 3) analysis and reflection; 4) motivation and a creative approach. The authors propose ways to develop innovative competence in educators under conditions of educational instability, taking into account a comprehensive approach: 1) organizing continuous professional development through qualification improvement courses and creating modular training programs that allow educators to acquire new knowledge in a convenient format; 2) developing digital skills, which involves mastering digital technologies and integrating digital platforms for learning that adapt the educational process to changing conditions and ensure access to resources at any time; 3) providing timely support for innovative activities of educators by implementing pedagogical projects that incorporate new technologies and methods into the educational process, creating platforms for exchanging experiences, and establishing innovative environments (classrooms, laboratories, learning spaces); 4) developing reflection and critical thinking, which includes incorporating reflective practices into the pedagogical process, developing soft skills and critical analysis of new pedagogical ideas, and organizing mentoring, support, and coaching programs to assist educators in implementing new technologies and methods. Research methods employed include analysis and synthesis of scientific-methodical literature on the research problem, which allowed for the study, integration, and generalization of information from scientific sources; comparison of different viewpoints of domestic and international researchers; systematization and generalization of the results obtained from theoretical research. The prospects for further research are identified as studying the impact of innovative competence on the learning outcomes of students.