Theoretical and methodological foundations of the formation of the experience of paradoxical thinking as the basis of the readiness of future teachers for innovative professional activity
The article is devoted to an important problem facing pedagogical education - the problem of studying the concept of paradoxical pedagogical thinking that is quite new in pedagogical science. The purpose of the study is to substantiate the theoretical and methodological foundations of the formation of the experience of paradoxical thinking as the basis of the readiness of future teachers for innovative professional activity. The author legitimately considered the issues of theoretical study of the subject area of the article, analyzing the central concepts: "paradoxical thinking of a teacher", "innovative pedagogical activity", "readiness for innovative pedagogical activity". As a result, it is revealed that the methodological foundations of the formation of paradoxical pedagogical thinking in future teachers should be determined within the framework of the requirements of a personality-oriented educational pair.