The dissertation is devoted to the actual problem of studying theoretical and methodological bases of preparation of future teachers for innovative educational activity in the process of pedagogical practice, as during the practice the process of professional formation and self – determination of a specialist is activated, professionally significant personality qualities are developed. Practice results are considered as an indicator of students' readiness for professional activity. The purpose of the study is to develop and experimentally approve a conceptual model of preparing future teachers for innovative educational activities in the process of pedagogical practice. In the dissertation on the basis of the developed conceptual and terminological apparatus of research («professional preparation of the future teacher for educational activity», «innovative activity in the field of education»; «readiness of the teacher for innovative educational activity»; «innovative educational environment of higher education», «educational institution of higher education competence») it has been proved that the result of vocational training is readiness, and the result of pedagogical education is competence in the specified field. The research has determined that it is innovative-educational competence that is the end result, which is formed during life on the basis of the readiness of future teachers to innovational-educational activity in school, which implies the development of a number of competences (cognitive-educational; constructive-educational; reflexive-evaluational). The criteria and indicators of future teachers' readiness for innovation have been defined. It has been found out that the formation of future teachers' readiness for innovative educational activity is carried out in the conditions of the innovative educational environment of the institution of higher education as a system of objective external influences and spiritual-material conditions of personality formation, which opens new opportunities for the organization of educational work, self-realization, self-improvement of students, development of their personal and professional qualities. The innovative educational environment of higher education institutions (basic tasks, principles of education in institutions of higher education, directions of educational activity of institutions of higher education, components of innovative educational environment, educational mechanisms, indicators of culture of educational process, organization of independent work of students) has been characterized.
Pedagogical practice in the study is presented as a form of organization of professional training of future teachers, which involves consolidation of theoretical knowledge, acquisition and improvement of practical skills, formation of certain competences, education of professionally important qualities, as well as self-improvement ones. The basic principles of organization of practice, shortcomings of its practice, ways of improvement have been determined, the world experience of conducting pedagogical practice have been analyzed.
The author's concept of professional preparation of future teachers for innovative educational activity in the process of pedagogical practice is developed on the basis of three interconnected concepts (methodological, theoretical-methodological and technological). Based on the humanistic paradigm and taking into account the achievements of modern theory and methods of professional education, the following methodological approaches to the problem of research have been defined: systemic, activity, competence, axiological, acmeological, contextual, environmental, student-centered.
Two groups of pedagogical conditions have been proposed, namely: organizational-pedagogical, which corresponds to providing external conditions of organization of pedagogical practice and psychological-pedagogical, which provides internal conditions of preparation of future teachers for innovative educational activity in the process of pedagogical practice.
The conceptual model of professional preparation of future teachers for innovative educational activity in the process of pedagogical practice has been developed. It is determined that the model should be growing - from the bottom to the top and it should reflect all the constituent models in three block structure: methodological-target, process-technological and diagnostically-efficient.
