Model formation of future teachers readiness to innovative activity

The relevance of the study is justified by the new requirements for the personality of a specialist in the field of education. Thus, an obligatory component of professional and pedagogical competence is the innovative competence of the teacher. The formation of this competence in future teachers in the system of their professional training in higher education requires special methodological system of innovative competence formation. The purpose of this article is to reveal the essence and to describe the model of readiness to innovative activity of future teachers. The purpose of the article is realized by applying theoretical (spectral analysis, generalization) and empirical (modeling, methods of pedagogical diagnostics) methods of scientific knowledge in the research. On the basis of the application of these methods in the study, the essence, features and structure of pedagogical innovative activity are determined. The necessity of innovative activity readiness formation of future teachers is substantiated. The components of the structure of teacher's readiness for innovative activity are described. The essence of pedagogical formation model of future teachers readiness to innovative activity is described. Its efficiency on the basis of quantitative and qualitative results is proved. The elements of scientific novelty in the work are represented by the creation of an experimental pedagogical model of the formation of the future teachers’ readiness to innovative activity, the substantiation of methodological and methodical aspects of its implementation, the development of the criteria base for determining the level of formation of the future teachers’ readiness to innovative activity