THE WILLINGNESS OF TEACHERS AS A CONDITION FOR PRODUCTIVE INNOVATIVE EDUCATIONAL ACTIVITIES FOR YOUNGER STUDENTS

Abstract

The article is analyzed approaches and defined the essence of readiness of teachers to innovative educational activities in the primary education. The meanings of “innovative educational activity”, “the willingness of students to innovative educational activities” are clarified. The essence and role of motivational, cognitive, creative and incentive-praxeology components of this readiness is analysed. Identified, theoretically grounded and experimentally tested pedagogical conditions of formation of readiness of students to innovative educational activities with younger students in the process of pedagogical practice. Developed a program of optimization of innovative educational activities with younger students in the process of pedagogical practice, which covers a system of structured types. The tests showed the efficiency performance of different types of individual and group work with students (experience with innovative educational technologies and their implementation; discussion of issues of innovation in education; implementation of dialogue forms of communication between the actors of the educational process, the formation of aspirations, the desire to highlight the goals, objectives, build a plan of its own search of innovative work; develop skills to make the transition from algorithmisation, stereotypical techniques to subjectively new etc.). Methodical recommendations are offered for improving the preparation of students for innovative educational activities with the younger students.