Формування Готовності Майбутніх Учителів Технологій До Здійснення Інноваційної Педагогічної Діяльності Згідно З Вимогами Нуш

The article provides a theoretical substantiation and analysis of the specific features involved in developing the professional readiness of future technology teachers for innovative pedagogical activity, in accordance with the requirements of the New Ukrainian School. Current trends in the training of future technology teachers for the implementation of the requirements of the New Ukrainian School (NUS), as well as the role of the technology teacher in the modern educational process, are outlined. Scientific approaches to interpreting the concept of a «future teacher’s professional readiness» have been analyzed, and its essence has been defined as an integrative construct combining motivational-value, cognitive, activity-practical, and reflective components. The key competencies within the technological educational domain are examined, as is the essence of innovative pedagogical activity - an endeavor aimed at enhancing and developing the educational process through the design and implementation of new educational programs, the exploration of new areas of activity and pedagogical concepts, the creation of innovative projects, and the planning and introduction of pedagogical innovations to improve the quality of education. The role of the teacher in preparing students for their future professional activities is highlighted, as is the issue of developing project-technological competence in future teachers of labor education. The relevance of this research is driven by contemporary realities that necessitate the adoption of innovative approaches to teacher training and the definition of the essence of future pedagogical practice. This is manifested in the diversification of secondary and higher education, the updating of educational content at all levels, and the development of a new system for measuring and evaluating training outcomes. The specific features of successful innovative pedagogical activity are outlined, the pedagogical potential of the academic discipline «Technological Practicum» is defined, and the essence of developing the design-technological competence of future technology teachers during their professional formation within a higher education institution is revealed. It is demonstrated that the study of the discipline «Technological Practicum» contributes to the development of the professional readiness of future technology teachers for innovative pedagogical activity.