The study addresses the issue of developing the scientific and innovative potential of future teachers, as it encompasses their research skills, ability to design and implement innovative activities, and readiness to apply the achievements of modern science in the educational process. A pedagogical experiment was conducted involving control and experimental groups. In the experimental group, two test measurements were administered: pre-training and post-training. The evaluation of the program’s effectiveness included measurements using the Dimensions of the Learning Organization Questionnaire - DLOQ, the Utrecht Work
Engagement Scale - UWES-9, and the Innovative Work Behavior scale - IWB. Results. The results of the pedagogical experiment clearly indicate the emergence of a strong interest among future teachers in scientific and innovative activities, as well as the need for their systematic organization at all levels of teacher education. The experimental group demonstrated statistically significant improvements in indicators of engagement in scientific activities. The assessment of the motivational-value component for innovation development revealed an average level within the motivational-need block, with external motivation prevailing over internal motivation indicators. Scientific novelty. The effectiveness of practice-oriented tasks has been proven as a motivational tool that promotes active and conscious exploration of cause-and-effect relationships in nature. Practical significance. The implementation of a specialized teaching methodology aimed at developing the scientific and innovative potential of future teachers will significantly enhance their knowledge and competencies.