DETERMINING THE STRUCTURAL COMPOSITION OF INNOVATIVE COMPETENCE OF FUTURE TEACHERS

Introduction. The article aims to determine the structural components of innovative competence among future educators, focusing on prospective biology teachers. The need for the development of innovative competence in future teachers is driven by the necessity to update the organizational conditions of the educational process in pedagogical universities. Purpose. The purpose of this article is to define the structural composition of innovative competence in future biology teachers. Methods. The research involved an analysis of various scientific approaches to understanding the structuring of professional's innovative competence. It examined the core functions of innovative competence in future teachers and explored scholars perspectives on the structure of innovative competence in prospective educators. Results. The analysis revealed that most scholars identify 2 – 5 components in the structure of innovative competence among future professionals. The foundational elements of this competence encompass knowledge and skills, values and motives, practical activities, and reflection. Based on the analysis and the author's teaching experience, the structural components of innovative competence in future biology teachers were identified and thoroughly characterized: moticational – value, theoretical – cognitive, innovative – activity and evaluative –reflective. Originality. This article is the first to decline the structural components of innovative competence in future educators: motivational – value, theoretical – cognitive, innovative – activity,and evaluative – reflective. Their content and characteristics were also detailed. Conclusion. Innovative competence among future biology teachers is a complex, structured ability that results from their professional training. Within this competence, innovative theoretical knowledge, practical and intellectual skills, organizational abilities, values, motives, actions, and behavior, critical assessment of their innovative pedagogical activities, as well as the readiness for self – assessment and self – analysis, harmoniously interact and interrelate. These components correspong to the motivational – value, theoretical – cognitive, innovative – activity ̧ and evaluative – reflective aspects. All the structural components of the investigated phenomenon are interrelated and mutually dependent, considering their functional connections. Further research within the scope of this study involves the development of a concept for forming innovative competence in future biology teachers during their professional training, along with the development of constituents.