Abstract

The article investigates the issues of formation and development of the theory of innovative pedagogical experience. Based on the analysis and implementation of the experience of creative educators in the educational process the author substantiates the essence of innovative pedagogical activity as a means of the development of modern education. This activity is based on the principle of interrelation of the pedagogical science and practice and is characterized by the expansion of scientific research on the fundamentals of science teaching. The article discloses the contents of the main interpretations of the essence of the advanced pedagogical experience from the standpoint of implementation of the function of the effectiveness of training and education.The use of a systematic approach to this phenomenon allowed to allocate its functional connections, properties, structural components, develop a mechanism for the introduction of advanced pedagogical experience in professional training teachers, justify it as a process of self-realization of the creative potential educator. The present stage in pedagogical science is characterized by the appeal of progressive thought of this science for a dramatically changing to traditional teaching practices. Pedagogical science is drawn to the disclosure of the essence and structure in its development of innovative educational experience. Innovations in teaching activities are seen as a social and cultural phenomenon, which has the culture-creative nature.Their essence is not limited to the elaboration of theoretical novelty in the pedagogical process, but require practical application of their in the teaching practice. Innovation is the basis of intellectual resource of teacher that aimed at achieving pedagogical success, theyrepresent innovation, that is highly effective. Justifying the structure of innovative teaching experience in an article highlighted and revealed the contents of two substructures - impersonal, and personal.This is allowed to reflect the relatively stable essence of teaching experience, reveal the nature of connections and relationships of the structural components of an innovative experience: liaison of relationships, the genetic relationships, operation of the relationships, the control connection. The establishment of these connections reflects the search for systemic factors of innovative experience and can serve as a new pedagogical concept, which is introduced by the author experience. The concept behind this innovation of teaching experience, binds together all the components of the structure of this process.