The Role of Interactive Teaching Methods in Shaping the Innovative Competence of Future Teachers of Primary Education Institutions
The article reveals the problematics of forming innovation competence of future primary school teachers in the study of professional subjects. The relevance of the chosen topic is indicated. The aim of the study, which consists in substantiating the role of interactive teaching methods in the formation of innovative competence of future teachers of primary education institutions, is substantiated. A number of theoretical and empirical methods of scientific research, in particular analysis, generalization and systematization, observation, was used in the course of the study to achieve the objectives. The results. It is stated that the requirements for compulsory learning outcomes are defined taking into account the competence-based approach to learning, which is based on key competences. One of the key competences is innovativeness. It implies openness to new ideas, initiation of changes in a close environment, formation of skills, attitudes, which are the basis of competence approach, provide further ability to learn successfully, carry out professional activities, feel themselves as a part of the community and participate in community affairs. It is established that an important role in the formation of innovative competence is played by interactive learning, which is a specific form of organization of cognitive activity, which provides creation of such learning conditions, in which each applicant feels its success, intellectual ability. The focus is on the content of interactive learning methods: design thinking, feedback, decision tree, mind maps, jury, case-method, etc. Examples of the implementation of these methods in the teaching of professional subjects «Didactics», «Theory and Methodology of Educational Work», «Methods of teaching an integrated course «I am exploring the world»» to 2nd and 3rd year students are presented. Topics of classes and methods of implementing interactive methods are indicated. Conclusions. According to the results of the research, the above-mentioned interactive learning methods open up tools for students, using which they will be able to start thinking innovatively and see their hidden possibilities. After all, using the methods described in the article is not only a time requirement, it is a sign of a knowledgeable person with a high degree of organization and thinking. The research results obtained during the experiment have allowed the authors of the article to assert that interactive teaching methods effectively influence the process of forming the innovative competence of future teachers of primary education institutions, because the students who participated in the experiment showed positive results. The authors argue that the formed innovative competence of future primary school teachers is necessary for pedagogical activities in the New Ukrainian School, because it is innovation as a key competence defined in the State Standard of Primary Education.
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