THEORETICAL FOUNDATIONS FOR DEVELOPING THE INNOVATIVE COMPETENCE OF FUTURE TEACHERS

Abstract

This article explores the theoretical-pedagogical underpinnings of cultivating innovative competence in prospective teachers. Drawing on national and international scholarship, it first clarifies the concept of innovation, its genesis, stages (creation, adaptation, diffusion, evaluation), and role as a driver of educational change. It then reviews classifications of educational innovations (pedagogical, organizational, technological; local, modular, systemic) and positions innovation processes as the principal means of shaping teachers’ creative problem-solving abilities. Core qualities defining a teacher’s innovative competence, critical self-analysis, openness to new ideas, continual professional growth, and creative instructional design are identified, along with the multiple roles an innovative educator must perform (assessor, moderator, facilitator, mentor). The article concludes that fostering these capacities requires an institutional environment that supports risk-taking, collaboration, and lifelong learning, and it offers actionable recommendations for teacher-training programs to embed innovation theory, reflective practice, maker-space practica, mentorship networks, cross-disciplinary collaboration, impact assessment, and continuous upskilling. Implementing these strategies will transform teacher education into an engine of sustained pedagogical innovation and produce educators capable of preparing students for a knowledge-driven global economy.

Keywords

innovative competence; teacher education; educational innovation; pedagogical creativity; reflective practice; facilitation; mentorship; institutional culture; professional development.