Model of forming riskological competence of future teacher to innovative activity
In the article, the author describes the main results of pedagogical modeling, the outcome of which was the process model of the formation of risk-based competence in preparing the future teacher for innovation. The necessity of the formation of the future teacher's risk competence in the context of a change in the professional training of students in the direction of 44.03.01 Pedagogical education is updated. In connection with the trends of innovative development of educational practice, the need for a teacher's readiness for innovative activities, the need to overcome and minimize pedagogical risks in the innovative activities of a future teacher, the process model in this article can be implemented in higher education. It is proved that innovative educational environment creates the necessary conditions for the successful formation of the risk competence of the future teacher. Based on the theoretical analysis of the scientific literature, it has been revealed that the process of forming the riskological competence of a future teacher in the course of preparing him for innovation activity is based on the activity approach. The characteristics of the leading principles of the process under study are given: the principle of transformative (supra-situational) activity, the principle of subjectivity, the principle of constructive interaction, the principle of the formation of competence in activity. The stages of the process of forming risk competence during the preparation of the future teacher for innovation are described: the personal, theoretical and practical stages. The article visually presents the process model of the formation of risk competence in the preparation of the future teacher for innovation, which can be implemented in the professional training of students in the direction of 44.03.01 Pedagogical education. As a result, it was concluded that the model presented in the article can be implemented on the basis of a set of pedagogical conditions.