ЗДАТНІСТЬ СУЧАСНОГО ВЧИТЕЛЯ ДО ІННОВАЦІЙ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА
THE ABILITY OF A MODERN TEACHER FOR INNOVATIONS AS A PEDAGOGICAL PROBLEM

Summary/Abstract: Modern education is undergoing profound structural transformations driven by digitalization, globalization, and the imperative to prepare specialists with adaptability, critical thinking, and the ability to effectively integrate cutting-edge technologies into professional practice. In this context, the issue of teachers’ readiness for innovative activities gains particular relevance, as the teacher serves as a key figure in the transformation of the educational environment, acting as a mediator between traditional knowledge and contemporary technological paradigms, as well as a driving force behind modernization processes. The capacity of educators to implement pedagogical innovations directly determines the quality of the educational process, the advancement of competency-based learning, and the alignment of education with the challenges of the 21st century. Based on the conducted scientific discourse, it has been established that a pressing objective of this study is a systematic analysis of teachers’ innovative competence as a multidimensional phenomenon, encompassing cognitive, motivational, operational, and reflective components, along with the identification of key methodological approaches to its formation. A comprehensive review of the scientific literature on the outlined problem confirms its significance. The study examines contemporary research by Ukrainian and international scholars on pedagogical innovations, focusing on teachers’ readiness to integrate modern educational technologies and develop innovative didactic strategies. The necessity of establishing an integrated system of professional teacher training is substantiated, one that extends beyond academic education to include the development of experimental and research competencies, the capacity for critical analysis of implemented educational practices, and the ability to engage in reflexive assessment of their pedagogical outcomes. The study characterizes current trends in the implementation of innovative technologies within the educational process, among which the level of professional training, intrinsic motivation for self-development, creative thinking, and adaptability in the context of educational transformations are of particular significance. The paper examines contemporary methodological approaches to developing teachers’ innovative competence and analyzes the role of digital technologies in the professional training of educators. The importance of enhancing teacher education through an interdisciplinary approach, the integration of information and communication technologies into the learning process, and the expansion of opportunities for continuous professional development has been confirmed.The study underscores the urgency of developing effective models for fostering innovative competence in future teachers, implementing robust mechanisms for assessing the efficacy of pedagogical innovations, and modernizing the content of teacher education to meet the challenges of the digital era.

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