The readiness of a teacher to tackle non-standard tasks under the conditions of the innovative education

The introduction justifies the problems of the modern teacher's readiness to tackle non-standard tasks that arise in the context of innovative education, as well as the relevance of finding new approaches and tools for preparing future teachers to tackle non-standard tasks under the conditions of innovation.Based on the use of methods of theoretical and empirical research, the legally established concepts of innovative education, non-standard tasks, readiness to tackle non-standard tasks are substantiated, and directions for partnership interaction of social institutions for the development of teacher readiness to tackle non-standard tasks are justified.A complex of measures has been implemented to determine the level of teacher readiness to tackle non-standard tasks in conditions of innovative activity and to define conditions for its development.The main directions for successful interaction between the university and general educational organizations, determining the prospects for the development of teacher readiness to tackle non-standard tasks under the conditions of the innovative education, have been determined.