To the issue of theoretical substantiation of programs for training future teachers for innovative activity

Aim. Preparation of future teachers for innovative activity is one of the most important directions of their professional education in higher education. The present article is devoted to the problem of theoretical substantiation of such training programs. Its aim is to offer theoretical bases for designing the goals, content and technologies of training future teachers as subjects of development of their pedagogical activity and professional self-development. Methodology. The methodological basis of the method of substantiation of the programs of training future teachers for innovative activity proposed by the authors was the activity approach to education. This approach assumes that in order to form future teachers’ ability to critically analyze their pedagogical activity, identify its shortcomings, find and use opportunities for its improvement, conditions should be created so that students master the ways of innovative activity through carrying out this activity and reflecting it. Research methods include critical analysis of existing approach[1]es to the development of programs to prepare future teachers for innovative activity, synthesis of multi-subject scientific knowledge. Results. The article proposes understanding of teacher’s innovative activity as an object of formation, including its subject, objectives and structure. The existing concepts of teachers’ readiness for innovative activity are critically analyzed, a new understanding of it is proposed and a way of theoretically grounded design of the goals of teachers’ preparation for innovative activity is suggested. The approach to the design of the content of programs for the preparation of future teachers to innovative activity is proposed. The method of designing technologies of training future teachers to innovative activity on the basis of the theories of formation of mental actions of P.Y. Galperin and V.V. Davydov is proposed. The schemes of construction of educational process on the basis of these theories are shown. Research implications . The article reveals in a new way the concepts of future teachers’ preparation for innovative activity, their readiness for innovative activity. The proposed theoretical bases for the development of programs for preparing future teachers for innovative activity allow, on the basis of the synthesis of multi-subject knowledge, to give scientifically sound answers to the questions of what to teach, how to teach and what should be the result of training. The implementation of the principles of the activity approach to education and the synthesized set of multi-subject concepts allows to provide the development of theoretically grounded programs of training future teachers to innovative activity.