The dissertation is dedicated to the problem of pre-service teacher’s professional development in the process of training for innovative pedagogical activity.
The relevance of the research topic is determined by active development and introduction of innovations in all spheres of life, in particular the education system, its focus on revealing the internal potential of each individual, formation of their desire for self-development and self-realization, the importance of training a teacher who is able to implement innovative technologies, forms, methods and means of teaching and upbringing, think critically, adapt to new educational conditions and challenges.
The first chapter of the dissertation presents the results of the analysis of theoretical issues of pre-service teachers’ professional development of in the process of training for innovative pedagogical activity.
The second chapter reveals the experimental verification of the effectiveness of the model of pre-service teacher’s training for innovative pedagogical activity. The effectiveness of this model was empirically proven and its positive impact on pre-service teachers’ professional development has been revealed.
The scientific novelty of the research results lies in the fact that for the first time the model of pre-service teacher’s training for innovative pedagogical activity has been theoretically substantiated and experimentally verified, which includes the following blocks: target (goal, task), conceptual (methodological approaches, principles, components of pre-service teachers’ professional development), content-technological (content, forms, methods and means of teaching, educational technologies, pedagogical conditions, stages of pre-service teachers’ training for innovative pedagogical activity), control-result (criteria, indicators, levels of pre-service teachers’ professional development in the process of training for innovative pedagogical activity, the result of the model implementation).
Specified in the study are: the main definitions of the problem under study, namely: “pre-service teacher’s professional development”, “innovation”, “pedagogical activity”, “innovative pedagogical activity”, “readiness for innovative pedagogical activity”; the components of pre-service teachers’ professional development (motivational, cognitive, activity and reflexive); the criteria (motivational-value, content, operational-activity, personal-evaluation), their corresponding indicators and levels (high, medium, low) of pre-service teachers’ professional development in the process of training for innovative pedagogical activity.
Further development has been achieved in the ideas on the importance of innovative pedagogical activity in pre-service teachers’ professional development.
The practical significance of the research results lies in the possibility of implementing the developed model of pre-service teacher’s training for innovative pedagogical activity in the process of pre-service teachers’ professional training in higher education institutions in order to ensure their professional development.
The content of the educational disciplines (“Introduction to the teaching profession”, which is a module of the educational discipline “Primary school pedagogy”, “Foundations of scientific research”, “Foundations of primary school management”, “Didactics”, “Interactive educational resources in primary school”) has been updated; the educational discipline “Innovative pedagogical technologies of primary school” was introduced. The organizational forms and methods of teaching academic disciplines, lecture notes, seminar classes plans and outlines, tasks for students’ individual and independent work, forms and methods of monitoring their educational and cognitive achievements has been updated.
The theoretical ideas and practical results presented in the dissertation, scientific works, are advisable for use in the educational process of higher pedagogical education institutions, in particular when teaching pedagogical disciplines, conducting pedagogical practice. The developed of pre-service teacher’s training for innovative pedagogical activity can be used in accordance with the specifics of training future teachers of various specialties.
The main results of the study have been implemented in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University (certificate № 01/10-370 dated 01.06.2026) and Ternopil Volodymyr Hnatyuk National Pedagogical University (certificate № 813/01.02-33 dated 10.06.2026).
