ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ ДО ІННОВАЦІЙНОЇ ДІЯЛЬНОСТІ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article examines the issue of teacher preparation for innovative activity in general secondary education institutions in the context of the innovatization of the educational space, digital transformation, and increasing demands for the professional mobility of teaching staff. It is substantiated that teachers’ readiness for innovative activity is an integrative characteristic encompassing innovative, digital, methodological, and reflective competencies, as well as the capacity for professional self-realization and the implementation and dissemination of pedagogical innovations. The study is based on the results of a monitoring study of the quality of professional training of second-cycle (master’s level) higher education students conducted at the Kharkiv Humanitarian-Pedagogical Academy during 2023–2025. The analysis of the data revealed a sustained demand among students, 90% of whom already have professional work experience, for innovative teaching forms and methods, the expansion of digital practices, the innovatization of practical training, and the integration of contemporary educational technologies and topics related to innovative pedagogical activity. It is concluded that effective teacher preparation for professional activity in the contemporary context, including the conceptual and organizational transformations of the New Ukrainian School, the implementation of inclusive education, digital innovations, and wartime challenges, requires continuous systemic renewal of the content, methods, and forms of professional education, with an emphasis on professional self-realization and lifelong learning, the development of an innovative educational environment, and the use of monitoring results as a tool for educational quality management.