READINESS OF THE TEACHER FOR INNOVATIVE ACTIVITIES: CONCEPTS AND MEANS OF ASSESSMENT
Abstract
The article presents the structural-functional model of the teacher’s readiness to be the subject of the development of his school from the perspective of ideas. The concert of the teacher’s readiness to be the subject of innovation is given, the criteria and indicators of its assessment are proposed. The characteristics of the teacher’s readiness levels for innovative activity and the levels of its components are given.
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