Preparedness for innovative activity of students and teachers as educational environment feature

This paper focuses on the results of the research ofcontinuity educational environments of the innovative schools and universities. The criterion of continuity is preparedness for innovativeactivity of the participants of the educational process. The concept of education as a resource of innovative development of a regionimplies its organization should provide a person with an opportunity to participate in their education (opportunity to elaborate and definethe content and forms of one's education). Tensed opportunity is a source of the innovative behaviour. That is why its understandingrequires exceeding the bounds of search for the role of the psychic in the achievement of sustainable condition of the system. Theform, characteristic of a person, of transition of an opportunity into reality manifests itself in the phenomenon of innovative behaviour,i.e. the process of person's self-development declares itself. In this context, it is important to have information about preparedness forinnovative activity of graduates of schools, students and teachers working with them. The methodological procedure of research offeatures of resource components of the innovative potential of personality is considered. The research methods include a diagnosticprogram consisting of methods of express-diagnostics. The article provides a comparative analysis of intensity of various indicators ofpreparedness for innovative activity of teachers, high school students and students having different experiences of activities forinnovation activity. The results of the psycho-diagnostic study were collected in the database and statistically processed by means ofdescriptive statistics. The obtained research data on possibilities of developing psychological profiles of preparedness for innovativeactivity and the potential of psychological-educational support of getting the young involved into innovative activity in variouseducational environments are discussed. It is shown that the implementation of resource components of the innovative potential ofpersonality in terms of innovation of the institution of general education is fairly effective. The educational environment of theuniversity currently creates fewer varied opportunities for mainstreaming and development of the innovative potential of students thanthe innovation school environment.

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