SELF-IMPROVEMENT OF A TEACHER OF ZZSO AS A DETERMINANT OF INNOVATION IN MODERN SECONDARY EDUCATION

The relevance of the presented article is due to the innovativeness of modern education, which is a strategic guideline for the professional activities of a secondary and higher education teacher and requires his constant self-improvement. The article aims to highlight the phenomenon of self-improvement as a significant determinant of innovation in modern secondary education. The study uses the following methods of scientific and pedagogical research, such as: analysis of scientific literature on the problem of innovativeness of education, innovative personality and teacher self-improvement; synthesis, comparison, systematization of scientific sources; definitional analysis of basic research concepts. The interpretation of the fundamental phenomena of the study is presented, which are «innovation», «educational innovation», «innovation», «innovative personality», and «teacher self-improvement». The model of an innovative personality is presented and implemented in the context of the structure of an innovative personality of a teacher of the secondary vocational school, which contains innovative orientation, innovative-cognitive, innovative-praxiological, and reflective-prognostic components. The vectors of self-improvement of an innovative teacher are determined. It is proven that within the framework of the innovative orientation of the individual, the following transformation occurs: motives and needs in innovative activity are transformed into an attitude and then into a value attitude towards innovative activity. It is found that the dynamics of the development of thinking as a basic component of the innovative-cognitive component occurs in the direction of strengthening its alternativeness, flexibility, dialogicity, dialecticity, predictability, and positivity. It is substantiated that the dynamics of the development of skills and innovative behavior are directed towards a positive-emotional optimistic acceptance of innovations, a departure from stereotypes, acceleration of adaptation of skills to new situations, strengthening of subjective activity, initiative, and independent development of innovative algorithms. It has been determined that the dynamics of the reflective-prognostic component is associated with the expansion of reflection directed «at oneself» (intellectual, personal, intrapsychic) and reflection directed «at others» (communicative, cooperative, interpsychic). The determinative functions of self-improvement of a teacher of secondary education as a subject of innovation in secondary education are proven.