Educational Environment of Higher Education Institution as a Resource for Training Future Teachers for Innovative Activities

Abstract

The article highlights the theoretical and applied aspects of the transformation of the processes of building an appropriate educational environment in a higher education institution. The content of the concept of "educational environment" and its structural organization as a resource for training future teachers for innovative activities in institutions of higher education has been clarified. The content of the macro, meso, and micro levels of the formation of the educational environment as a resource for preparation for innovative activity is determined. The components of the structural organization of the educational environment as a resource for training future teachers for innovative activities in higher education institutions are analyzed. The personal component involves active inclusion in the educational process of all participants in the educational process. The axiological component involves aligning the vision, strategy, values, rituals and symbols with the innovative trends within the corporate culture of the higher education institution. The substantive component involves the updating of educational and professional training programs for future teachers by including extracurricular activities and preparation for competitions, social projects that regulate the harmonious interaction of the subjects of the educational process. The activity component involves the generalization of experience and the adaptation of forms, methods, means, and technologies for the implementation of innovative activities through the communication styles of the subjects of the educational process at all levels within formal and informal collectives. The resource component provides for the creation of the material and technical infrastructure of the higher education institution. Summarizing the above, an important task in institutions of higher education is the creation of conditions for the development of an appropriate educational environment, which contributes to the formation of the personality of a future specialist capable of realizing, producing and applying innovative products in his/her own pedagogical activity

Зміст І Структура Інноваційної Діяльності Майбутніх Учителів: Теоретичний Аспект

“…Петриченко Л.О. визначає інноваційну діяльність майбутнього учителя як засновану на осмисленні педагогічного досвіду творчу педагогічну діяльність, спрямовану на прогресивні зміни й розвиток освітнього процесу, формування якісно іншого педагогічного знання та якісно іншої педагогічної практики [14].…”