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Urgency of the research. Modern social challenges necessitate the formation of innovative IT competencies of teachers.  Due to informatization and digitalization, educational transformations have led to the reorientation of the teacher-translator to the teacher-communicator, who in the conditions of introduction of pedagogical innovations forms a teacher-innovator, capable of scientific and pedagogical search and creative development.

Target setting. The priority of the scientific and innovative of the activity of modern teachers is an exceptional phenomenon.  Only a small number of teachers can be proud of their personal scientific work.  Given the intensive development of society, the emergence of new scientific developments in the pedagogical field related to the use of modern information and communication and other high technologies, a progressive teacher, to meet today's requirements, must make every effort to use information and educational and innovative-pedagogical technologies in their own professional activities.

Actual scientific researches and issues analysis. In the modern scientific and pedagogical literature the question of innovation of pedagogical process in the conditions of informatization and competence approach was considered by the following domestic scientists on whose works we relied in the research: M. Vidnichuk, O. Kivlyuk, T. Kuzyoma, V. Morozova, L. Olifira, O. Onufrieva, V. Sayuk, L. Chernikova, O. Shevchyshena and others.

The research objective. To characterize the state and possibilities of innovative pedagogy in the context of the formation of competencies of a teacher-innovator with an emphasis on the concept of scientific education and development of pedagogical creativity.

The statement of basic materials. One of the necessary condition for the implementation of the concepts of democratization and humanization of education is the scientific and creative ability of teacher to self-development and self-improvement.  In this context, we note that according to experts, the following global phenomena significantly grow the need to increase the scientific capacity of the pedagogical process: informatization, digitalization, internationalization, virtualization of education, etc., where the teacher-innovator can introduce his own scientifically based opinion  in the relevant scientific discourse, to develop and propose a new pedagogical technology or model of organization of managerial or educational work for implementation.

Conclusions. New social demands facing education in the context of social changes encourage the search for such pedagogical technologies and the formation of appropriate favorable conditions that would ensure the continuity of the professional growth of teachers and their introduction into the educational process of pedagogical innovations.

Keywords: democratization of education, scientific capacity, teacher, teacher-innovator.

 

References:

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