PRINCIPLES OF FUTURE TEACHERS’ RISK-RECOGNIZING COMPETENCY FORMATION IN THE PROCESS OF PREPARATION FOR INNOVATIVE PEDAGOGICAL ACTIVITY
The article explains the need of defining special principles future teachers’ risk-recognizing competency formation as part of the strategy of pedagogical education innovative development. An analysis of the scientific and pedagogical literature has shown that in order to effectively prepare students for innovation, intense numerous risks, it is necessary to create a model of risk-recognizing competency of the future teachers with the support not only in the general didactic principles, but also such special principles as principle of integration, principle of personalization, principle of acmeology. It is stated that the system of general didactic and specific principles (integration, personalization, acmeology) of future teachers’ risk-recognizing competency formation contributes to their creative self-development, finding solutions in the organization of interaction of subjects of educational environment in non-standard situations of innovation processes in the school. It is shown that special principles will guide the process of students’ professional training in innovative activity on their mastery of mechanisms of efficiency of innovative pedagogical process evaluation and selection of subjectively atypical pedagogical actions in situations of uncertainty, aimed at overcoming psychological barriers in the development and dissemination of pedagogical innovations.