Innovative educational technologies in the system of specialist’s professional training

Marianna Marusynets; Lyudmyla Vovkochyn; Svitlana Yakymenko; Nаdiia Tkachuk; Alla Tymchenko

doi:10.34069/AI/2022.60.12.19

Marianna Marusynets Transcarpathian Hungarian College of the Higher Education, Ukraine. https://orcid.org/0000-0001-7366-9328
Lyudmyla Vovkochyn Bohdan Khmelnytsky National University of Cherkasy, Ukraine. https://orcid.org/0000-0002-8058-7926
Svitlana Yakymenko V. O. Sukhomlynskyi National University of Mykolaiv, Ukraine. https://orcid.org/0000-0003-4230-9586
Nаdiia Tkachuk Lesia Ukrainka Volyn National University, Ukraine. https://orcid.org/0000-0002-8018-9733
Alla Tymchenko V.O. Sukhomlynsky National University of Mykolayiv, Ukraine. https://orcid.org/0000-0002-2483-4320

DOI: https://doi.org/10.34069/AI/2022.60.12.19

Keywords: innovative technologies, professional training system, specialists, education, innovative activity.

Abstract

The process of education development with its innovative component begins with the influence of the need for changes in the arena of the educational process in higher education. It is created during the analytical work of specialized scientific organizations, education management bodies, heads of higher education institutions, scientific and pedagogical teams. It is highlighted the main principles that show the innovative work of modernization of higher education carried out by the Bologna process. The structure of readiness for innovative pedagogical work is outlined as a combination of motivational, cognitive, creative, reflective components. These components are interconnected. The article considered the levels of formation of a specialist's readiness for innovative work. The formation of specialists' readiness for innovative work outlines the presence of various models. Attention is focused on the model of training specialists for the use of innovative technologies, which includes various interconnected components. It was found that when training future specialists for innovative activities, the relationship between the teacher and students should be based on certain principles. The parameters of the specialist's innovative activity are determined: the specialist's readiness to carry out innovative activity, the specialist's innovative activity, the result of the innovative work.

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Author Biographies

Marianna Marusynets, Transcarpathian Hungarian College of the Higher Education, Ukraine.

Ph.D. in Philology, Senior Research Fellow of the Lehoczky Tivadar Research Center Ferenc Rakoczi II Transcarpathian Hungarian College of the Higher Education, Ukraine.

Lyudmyla Vovkochyn, Bohdan Khmelnytsky National University of Cherkasy, Ukraine.

PhD in Pedagogy, Associate Professor, Associate Professor in Pedagogy and Psychology Department, Bohdan Khmelnytsky National University of Cherkasy, Ukraine.

Svitlana Yakymenko, V. O. Sukhomlynskyi National University of Mykolaiv, Ukraine.

Doctor of Pedagogical Sciences, Professor of Elementary and Preschool Education Department, V. O. Sukhomlynskyi National University of Mykolaiv, Ukraine.

Nаdiia Tkachuk, Lesia Ukrainka Volyn National University, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor at the Department of Economic and Social Geography, Lesia Ukrainka Volyn National University, Ukraine.

Alla Tymchenko, V.O. Sukhomlynsky National University of Mykolayiv, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool Education, V.O. Sukhomlynsky National University of Mykolayiv, Ukraine.

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