TEACHER TRAINING FOR INNOVATIVE PEDAGOGICAL ACTIVITY UNDER DIGITIZATION OF AGRARIAN EDUCATION

The authors consider the core of innovative pedagogical activity and present a model developed for preparing agrarian university teachers for innovative pedagogical activity to be used in the system of continuing professional education. The ability and willingness of the teachers to carry out innovative pedagogical activity refl ects their innovative competence, in the structure of which the authors distinguish motivation-and-value, cognitive and activity-driven components that are formed in the process of formal, non-formal and informal education. These components are correlated with the main sections of the course of “Pedagogical Innovation Activity”, which is an apical component of the process of developing the innovative competence of a teacher.
In the context of the active development of the digital educational environment in the professional education system, the goals, content, forms, methods and means of preparing for innovative pedagogical activity are being transformed, so digital technologies are becoming increasingly important, as they determine the features of applying many training technologies (problem, context, modular, project training, etc.). The key role in the integration of innovative educational technologies in the digital educational environment is played by blended learning technology combining classroom learning and distance learning based on digital
technologies (asynchronous – assignments placed on the training platform and synchronous – webinars, online conferences and other forms of collective learning activities). The paper presents study results of the development degree of motivation-and-value, cognitive and activity-driven components in teachers of secondary vocational and higher educational establishments. According to the results obtained, all сomponents of the innovative competence of teachers (both in the system of secondary vocational and higher education) are insuffi ciently formed, especially in terms of digital literacy, and therefore, under digitalization of agrarain education, teachers should be targeted at innovative pedagogical activity within the framework of further agricultural education.