Experience in the implementation of the program of training teachers of additional education for children for innovative activities

The research problem and the rationale for its relevance. Currently, educational practice shows a contradiction between the great need for organizations of additional education for children in teachers capable of full-scale innovative pedagogical activity and the deficit of additional education programs that provide preparation for innovative activity in the project format. Therefore, the development and testing of such programs is relevant and in demand. The goal of research is to describe the experimental work on the preparation of teachers of additional education for children for innovative activities as part of an additional educational program implemented at the university. Methodology (materials and methods) The experimental work carried out using the methods of G. V. Yakovleva (“Expert map of the level of innovative competence of teachers”, used for complex evaluation of the level of development of all components of innovative activity). Moreover, it carried out using the methods of L. N. Berezhnova (methods of evaluation of the level of self-development and self-realization of teachers in professional activity); the results of the experiment processed by standard methods of mathematical statistics (calculation of average indicators, deviations, scope of variation). Results Because of experimental work on testing the developed model and implementation of the program of preparation for innovative activity, qualitative and quantitative changes in all components of readiness for this type of activity were established. Teachers' attitudes toward self-development have changed, their need for pedagogical support in introducing innovations has decreased, and teachers have begun to assess themselves and their abilities more adequately. The conditions for the effectiveness of preschool programs to prepare teachers of additional education for children for innovative activities clarified, including the modularity and variability of program content, the project nature of practical training, and active interaction between all participants in the educational process.