Abstract
The research purpose is to provide a theoretical and methodological rationale for the innovative activity of a teacher within the context of their pedagogical proficiency. The scientific significance of the article lies in substantiating methodological approaches to this process and clarifying its essence and content. The research focuses on the teacher’s pedagogical proficiency and, accordingly, on the humanistic orientation of their personality. In this regard, the paper elaborates on the content of such humanistic principles as pedagogical self-dedication, ideological commitment, pedagogical patriotism, pedagogical optimism, as well as the categories of pedagogical duty, pedagogical conscience, pedagogical honor, and pedagogical dignity.The importance of characteristics of pedagogical knowledge - such as its personal dimension and integrative nature - for the teacher’s innovative activity is highlighted. The essence of the teacher’s didactic, academic, communicative, perceptive, organizational, authoritative, and creative pedagogical abilities is revealed, along with their significance in the search for and implementation of new approaches to teaching and upbringing. The study also demonstrates the role of components of pedagogical technique (appearance, emotional state, speech) and pedagogical tact in addressing contemporary pedagogical challenges.The research findings may be used in university courses in pedagogical disciplines as well as in professional development programs for teachers.