TEACHER'S INNOVATION ACTIVITY IN THE CONTEXT OF PROBLEM-CONCENTRATED TRAINING OF UNIVERSITY STUDENTS: METHODOLOGICAL ASPECT
Introduction. The article represents the significance of a teacher's innovation activity in developing the research work among the university students in the process of problem-concentrated training and self-development of a teacher. The aim of the article is to give grounds for a teacher's innovation activity from the viewpoint of systematic and acmeological approaches, determine the structure and content of its components. Methodology. The research was conducted on the basis of theoretical methods: analysis, synthesis, abstraction and concretization, generalization and systematization. Results demonstrate methodological grounds for a teacher's innovation activity from the viewpoint of systematic and acmeological approaches. In terms of the chosen methodology the components of a teacher's innovation activity were identified (motivational-value, cognitive, creative, organizational-activity, reflective). Conclusions. The author of the article points out that acmeological approach provides an environment conducive to a teacher's innovation activity in the situation of university students' problem-concentrated training. Appropriate structure and content may lead to a new result such as creative self-development of university teachers. Content may lead to a new result such as creative self-development of university teachers.