FORMATION OF PROFESSIONAL ORIENTATION OF FUTURE TEACHERS BY MEANS OF THE DISCIPLINE «INNOVATIONS IN HIGHER EDUCATION»: EXPERIMENTAL WORK EXPERIENCE

Abstract

This article presents the findings of an experimental study aimed at developing the professional orientation of students majoring in pedagogical specialties. The relevance of the study is driven by the increasing demands on the personal and professional competencies of higher education teachers, which include motivation for innovation, critical thinking, and well-developed reflection. The research involved the implementation and testing of a specially designed three-stage pedagogical model within the discipline «Innovations in Higher Education». The model was realized through a set of active and reflective teaching methods: brainstorming, pedagogical design, case analysis, the «six thinking hats» technique, a «pedagogical aquarium», and innovative debates. The experiment was conducted at the Belarusian National Technical University at the Engineering and Pedagogical Faculty, involving both experimental and control groups. Diagnostic assessments at the ascertaining and control stages, using author-developed questionnaires, revealed a statistically significant positive dynamics across all indicators (career choice motives, academic motivation, reflective skills) in the experimental groups compared to the controls. The results confirm the efficacy of the proposed model for the targeted formation of the professional orientation of future higher education teachers, preparing them for innovative activities.