Psychological and Pedagogical Components Forming Innovative Potential in a Higher School Teacher’s Personality

Abstract

Aim. To consider an innovative potential of a modern university teacher’s personality as a complex integrative dynamic system consisting of significant psychological qualities and pedagogical experience that are important for understanding the effectiveness of the educational process and recognising the contemporary role of a teacher. Methodology. A systematic, subject-activity, resource, and personal methodological approaches were applied in the research. Analysis, systematization of scientific sources on the specified problem, content analysis of documents, and surveys and tests of teachers and authors of innovative educational practices were the main methods used in the study. Results. An innovative potential of a modern teacher’s personality is defined as a combination of specific abilities, where teachers use conditions, tools, and essence of their work to realize their potential in practice, depending on the specific features of the university’s educational environment, in addition to internal motives and creativity. The results of the research reveal a correlation between motivational, emotional, cognitive, and organizational personal qualities, which collectively reflect the high psychological readiness of university teachers to generate new ideas and create innovative teaching methods. The article provides a psychological profile of innovative teachers at Sevastopol State University. Research implications. The article expands the understanding of the scientific concepts of “individual innovative potential” and “person capable of innovative activity.” It describes the structural and functional elements of innovative potential that form a dynamic system. The article examines and identifies the psychological and pedagogical components of innovative potential as personal qualities and professional educational achievements that enable a teacher to effectively participate in the university’s innovative activities. Conclusions. Thus, from the perspective of the personal, systemic, activity-based, and resource-based approaches, the innovative potential can be objectively viewed as the quality of higher education, which has structural and substantive components. In this work, the psychological and pedagogical components of a teacher’s personality as a set of professional and personal qualities, aimed at optimising and modernising their own teaching activities through the development of their teaching experience, were clarified.