PARADOXICAL PEDAGOGICAL THINKING AS A DETERMINANT OF A TEACHER’S READINESS FOR INNOVATIVE PEDAGOGICAL ACTIVITY

Abstract

The presented article reveals a significant problem, the solution of which makes it possible to improve the quality level of professional training of Russian teachers. This research task is connected with the formation of paradoxical pedagogical thinking among future teachers as one of the basic determinants of the readiness of specialists to carry out innovative pedagogical activity. In the text of the article, the author proves the relevance of the topic chosen for research, formulates a general research goal and corresponding tasks. Qualitative theoretical analysis of the problem allowed the author of the article to formulate his own definition of the concept of “paradoxical pedagogical thinking” and to show its role in the readiness of teachers to implement innovative pedagogical activities. The article has a pronounced scientific, theoretical and practical significance, and the stated research problem has prospects for its further scientific development.