Visits: 5

INNOVATIVE PEDAGOGICAL ACTIVITY AS A MEANS OF PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

The article deals with the problem of innovative pedagogical activity as a means of professional development of future teachers. Based on the analysis of psychological and pedagogical literature, the essence of the concept of “innovation” is defined; the range of application of pedagogical innovations in the educational process is considered; the main features of innovative pedagogical activity are characterized; the role of innovation-oriented pedagogical environment in the professional development of future teachers is determined.
Keywords: innovation, future teachers, educational process, professional development, innovative pedagogical activity, innovation-oriented pedagogical environment.

Dovzhenko T. O.
Doctor of Pedagogical Sciences, Professor,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

Pryschepov M. M.
PhD student of the third (educational and scientific) level of higher education,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.72

Addressing the problems of innovation and classifying them as one of the most important areas of modern scientific pedagogical thought is the result of the growing dynamics of innovation processes in education. Innovative processes are a whole system of changes inextricably linked to changes in society and requirements for training specialists, including students of pedagogical higher education institutions.

The term “innovation” entered science in the XIX century as an antonym to the term “tradition”. This concept was formed within the framework of anthropology and ethnography, but then spread to the subject areas of a number of humanities disciplines [3, p. 18].

At the theoretical and methodological level, the problem of innovations is most fully reflected in the pedagogical research of such scholars as Y. Budas, I. Havrysh, N. Danylenko, I. Dychkivska, N. Razina, H. Syrotenko, etc.

The general scientific concept of “innovation” is defined as a targeted change in the functioning of the system, and, in a broad sense, it can be qualitative and (or) quantitative changes in various areas and elements of the system [2, p. 16].

In the pedagogical process, innovations are carried out:
— in the content of education (changes in curricula, programs, introduction of new academic disciplines, creation of integrative courses, etc;)
— in teaching technologies (technological innovations)
— in the organization of the educational process;
— in the management system of the educational institution;
— in the creative orientation of the teaching staff in general and each teacher in particular;
— in the structure of interaction between participants of the pedagogical process;
— in the organization of extracurricular cognitive activities of students;
— in the relationship of the educational institution with the microsociety;
— in the development of multifunctionality of secondary pedagogical education institutions;
— in the development of research activities of teachers;
— in the formation of students’ research activities [1, p. 12].

In our study, innovative changes in a certain way affect all the structural elements of the pedagogical process.

The conducted literature analysis and the experience of higher education institutions allow us to identify and characterize the main features of innovative pedagogical activity:

1. Purposefulness. The choice of directions of innovative activity is determined by the goals of the development of the educational institution. It can be carried out with the aim of qualitative change of the pedagogical system, development of personal and professional competence of teachers, increase of scientific potential of the educational institution, improvement of the quality of training of specialists, growth of education of teachers and students.

2. Activity. The defining quality of innovative activity is activity, because, unlike traditional activity, it requires going beyond the normative activity and realizing the internal need to achieve something new. Only the existence of an internal need to learn and implement new things is an incentive for active participation of the subject in innovation activities and leads to creative expression. Innovative activity can be viewed as a purposeful activity that produces a personally significant result.

3. Consciousness. Innovative activity is carried out by educational subjects. Consciousness is associated with purposefulness and is manifested in the intention to achieve socially significant goals (educational, professional, scientific, self-educational, etc.). Engaging in conscious activities that need to be thought out, designed, provided and managed expands the possibility of self-knowledge and self-improvement of the teacher’s personality.

4. Motivation. The defining aspect of innovative activity is its motivation. This is due to the fact that innovative activity is associated not only with the ability to solve known problems, but also with the presence of motivational readiness, receptivity to finding and solving problems beyond any external control.

5. The subject matter of innovation activity is manifested in the expression of the subject’s relationship with the innovation (activities for the development, design, development, testing, implementation), while the focus of innovation activity on pedagogical innovations has socially significant goals.

6. Productivity of innovation activities. The defining aspect of the transformative impact on the subject of innovation is the close connection of innovation with research knowledge. In their implementation, the potential capabilities of teachers are maximized, favorable conditions for self-realization are created [5, p. 6].

The transformative effect of innovation activity is manifested in the fact that it initially has a research, creative, transformative character and is aimed not at repeating and reproducing known methods by the subjects of innovation activity, but at creating and using fundamentally new approaches, forms and technologies in the educational process. Innovative activity transforms the impact on the subjects themselves and has a qualitative impact on increasing the level of education and professional development of future teachers, as evidenced by the results of numerous studies [6, p. 82].

Scientists note that innovative activity cannot exist and develop spontaneously. It requires a special organization: innovative activity needs to be designed, i.e. rethinking its result and the means and ways in which it can be achieved [4, p. 158].

Undoubtedly, it is necessary to prepare for innovative activity. Students in the process of studying at a higher education institution should master the methods, means and forms of innovation, as well as ways to master the innovation culture. For this purpose, it is necessary to organize an innovation-oriented pedagogical environment.

It should be noted that an innovation-oriented pedagogical environment will contribute to the professional development of future teachers if it has the following characteristics: relevance of the future professional and pedagogical environment, which is carried out through the inclusion in the educational modeling and design of actual tasks of future pedagogical activity, establishing a connection between the educational material and actual life problems and pedagogical practice; innovation, which is realized through the inclusion in the educational process.

Thus, an innovation-oriented pedagogical environment involves changing the style of relationship between teacher and student through: organization of psychological and pedagogical support for the professional development of future teachers; implementation of the role of a “consultant” by the teacher, which allows students to work independently on finding and solving educational and professional and pedagogical tasks; increasing the role of self-assessment and mutual evaluation of the results of educational and scientific and pedagogical activities. Thus, the training of future teachers for innovative pedagogical activities will be more effective in an organized innovation-oriented pedagogical environment, which will have a positive impact on their professional development.

List of references

1. Budas Y. Preparation of Future Teachers for Innovative Pedagogical Activity by Means of Business Game: PhD thesis: 13.00.04. Vinnytsia, 2010. 23 с.
2. Gavrysh I. Theoretical and methodological bases of formation of future teachers’ readiness for innovative professional activity: Doctor of Pedagogical Sciences: 13.00.04. Kharkiv, 2006. 44 с.
3. Danylenko L. Theoretical and methodological bases of management of innovative activity in general educational institutions: PhD thesis: 13.00.01. Kyiv, 2005. 42 с.
4. Dychkivska I. Innovative pedagogical technologies: a textbook. Kyiv: Akademvydav, 2004. 304 с.
5. Razina N. Acmeological approach to the development of professionalism of a modern teacher in the innovative educational environment of secondary school. Bulletin of the scientific school of teachers “AKME”. 2009. Issue 3. С. 8.
6. Sirotenko G. Innovations as the basis for changes in educational practice: information and methodological collection: POIPPO, 2005. 160 с.