The new ukrainian school in the measure of innovative educational practices
Abstract
The article highlights the importance of raising the professional level of teachers of the New Ukrainian School through the introduction of innovative pedagogical practices of learning, a characteristic feature of modern education and the education of the future, to realize the enrichment of teachers with the assets of culture, science, and innovative technologies through collective and individual forms of knowledge acquisition.
An analysis of the current state of the implementation of innovative activities in the education system was carried out since its necessity is determined by time, constitutional requirements, and trends in the development of education to provide a child with an educational level to his individual needs and abilities.
It is noted that innovation in the educational process is an urgent need, without the implementation of these changes will lose their relationship with life, since only innovative, inherently education can educate a person who lives by the modern laws of globalization of society and the standards of the European Union.
Four author's creative workshops teachers, which function based on the Ivano-Frankivsk Regional Institute of Postgraduate Pedagogical Education, are characterized because a modern school should become a place of personal and professional development of students; formation of readiness of teachers of the New Ukrainian School for innovative professional activities, implementation and implementation of innovative practices in the educational process of educational institutions.
The importance of increasing the professional development of pedagogical workers through their continuous professional improvement, development of creative potential and pedagogical initiative, as well as supporting educators in the implementation of educational innovations, is clarified, because the modernization of the education system is connected, first of all, with the introduction of innovative technologies into the educational environment, in which are based on integral models of the educational process, based on the dialectical unity of methodology and means of their implementation.
