DEVELOPMENT OF INNOVATIVE COMPETENCE OF TEACHERS: A RETROSPECTIVE REVIEW

Introduction. The processes of integration and globalization taking place in Ukraine today set new priorities in the forming of future teachers of natural sciences as competent professionals. The concept of «innovative competence» is actively used in pedagogical research on the issues of professional training of future teachers. It is logical to substantiate the ideas of implementing the concept of «innovative competence» in the process of development the professional competence of future teachers of natural sciences. Purpose. The aim of the study is to identify ideas for implementing the concept of «innovative competence» in the context of professional training of future teachers of natural sciences within historical boundaries. Methods. The following research methods were used during the research: analysis of educational and methodical, historical literature on the issue of introducine the concept of «innovative competence» in an innovative educational environment; comparison, systematization and generalization of existing ideas for the implementation of the concept of «innovative competence». Results. The article considers the historical and pedagogical prerequisites for the emergence and development of innovation in education. Emphasis is placed on the views of scholars on determining the chronological boundaries of the establishment and development of pedagogical innovation. The analysis of innovative historical and pedagogical ideas relevant in the modern conditions of modernization of Ukrainian and foreign education is carried out. The definition of the concepts «innovation», «innovative technology, «innovative pedagogical activity» is considered. According to the retrospective analysis of literary sources, the own scheme of chronology of introduction of the concept of «innovative competence of the teacher» in pedagogy is given. Conclusion. The study found that the emergence of the concept of «innovative competence» can be considered in several ways. In particular, in our opinion, the concept of «innovation» has developed interrelated concepts in two directions – in the field of technology, which led to the emergence of innovative technologies, including education, and the second – clarification and specification of the concept of innovation competence, from the standpoint of the educational process. It should be noted that these two areas are complementary – during the educational process, innovative technology is a means of transmitting information, and at the same time when using innovative technology – the process is an incentive to master it.