Urgency of the research. Today, the modern system of higher education aims to continuously improve the forms and methods of the educational process, to bring its organization closer to the requirements of modern times, to provide each educator with quality and effective education.
Target setting. Public policy priorities in the development of higher education are personal-oriented studying, continuous improvement of the quality of the educational process, updating of its content and forms, introduction of modern innovative methods and technologies of education, integration of national education into European and world educational spaces. One of the conditions that positively affects the efficiency and effectiveness of the educational process is the formation and development of the teacher’s readiness to introduce the innovative teaching methods in the educational process of higher education.
Actual scientific researches and issues analysis. The teacher training was considered by scientists in various aspects: components of professional training (V. Yevdokimov, I. Ziaziun, V. Lozova, I. Prokopenko), approaches to the creation of the teacher professiogram (N. Kuzmina), teacher’s personality (I. Chernokozov), teacher’s professional culture (A. Abdullina). The problem of formation of teachers’ readiness to introduction of innovative methods in the educational process of higher education institutions in the context of work with foreign students is insufficiently covered.
The research objective. Presentation of ways of formation and development of teachers readiness of higher education institutions to introduce innovative teaching methods.
The statement of basic materials. Today the teaching of the subjects should be related to the review of a number of organizational and pedagogical support of educational process in the framework of the transition from reproductive studying to pedagogy of cooperation. To this end, the teachers took part in the training "Innovative activities of the Teacher", which consisted of several mini-trainings. The aim of the training was to develop new professional skills in teachers; acquisition of new technologies in teaching practice; learning how to communicate effectively, how to react, and how to behave; the search for effective solutions to the problems identified; formation and development of communication skills among participants of the educational process; development of skills to apply various forms of organization and innovative teaching methods.
Conclusions. The teachers noted that after the educational training the motivation for introduction of innovative teaching methods has increased, as on their own experience they saw their possibilities of obtaining, understanding and generalizing information.
Keywords: professional teacher training, readiness, educational process, institutions of higher education, foreign students, teaching methods of subjects, innovative teaching methods, educational training
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