EXPERIMENTAL CHECKING OF THE PROCESS OF FORMATION THE PREPAREDNESS OF FUTURE HIGHER EDUCATION SYSTEM TEACHERS TO IMPLEMENT EDUCATIONAL INNOVATIONS INTO PRACTICE

Introduction. Professional activity of teachers of higher education takes a specific stand among other pedagogical professions and is determined not only by the volume of educational tasks, but also by the significance of solving the problem of professional training of the younger generation to mastering educational innovations. The issue is relevant in the context of the formation of the need for provision of educational innovations in master's training. The purpose is to substantiate research and experimental work on verification of organizational and pedagogical conditions for forming the readiness of future teachers of higher education institutions to implement educational innovations in the practice of higher education. Results. On the basis of the analysis of scientific literature, the concept of «providing educational innovations» has been defined as a comprehensive provision of processes for the creation, development, awareness, dissemination and use of innovations aimed at increasing the efficiency of the content and technologies of education and upbringing. Based on the generalization of scientific research the notion «readiness for implementation of educational innovations» is defined as a special personal condition of the future teacher, characterized by the presence and certain level of motivation-target, informational-cognitive, activity-creative and productive-reflexive components as a whole. Such state is reflected in the aiming at and ability to realize their own capabilities as much as possible, to develop creative potential. Considering all aspects mentioned above in order to fulfill the research objective, organizational and pedagogical conditions for forming the readiness of future teachers to implement educational innovations into the practice of higher education were identified as follows: the formation of positive motivation and goal-oriented attitude of future teachers towards the implementation of educational innovations; use of opportunities of innovative potential of different disciplines of master's degree curriculum in formation of readiness for implementation educational innovations in the practice of higher education; expansion and deepening of theoretical knowledge among students, formation of skills to use educational innovations in the process of studying the discipline of choice «Providing innovations in education»; assistance in mastering the skills, capabilities and experience of using educational innovations by students; involving the students in independent design and research work on developing their own projects for the application of innovative technologies. Originality. Author's definition of the notion «providing educational innovations» has been formulated. The concept of «readiness to implement educational innovations» has been specified, organizational and pedagogical conditions of formation of the investigated readiness have been defined. The program of educational discipline «Providing Innovations in Education» and the manual «Pedagogical Providing Innovations in Education» aimed at familiarizing future teachers with the conceptual provisions of the theory of innovation development, principles and methods of state regulation of innovation activities, methodological and theoretical and methodological foundations of organization and management of innovation process have been prepared. Conclusion. The influence of experimental factors on future teachers has significantly reduced the barriers to the implementing educational innovations in practice, which indicates the effectiveness of the developed teaching and methodological materials as well as organizational and pedagogical conditions for the training of future teachers of higher educational institutions to implement educational innovations in the practice of higher education together with the proposed methodology.