Abstract
The article substantiates the urgency of supporting innovative activities development by secondary vocational education workers. The study is aimed at finding the causes of difficulties and justifying the support of innovative activities of teachers. Its purpose is also to determine the conditions and stages, and to identify the means of support. The scientific novelty of the article lies in the fact that a complex of organizational and pedagogical conditions that provide support for innovative activities is highlighted. It also includes diagnostics of innovative activities development level, motivational support, differentiated and individualized training of teachers, and organization of teachers' joint innovation activities. Based on domestic research, the stages of teachers support are identified. They include preparatory, motivational, self-diagnostic, goal-setting, and planning. Self-realization and intensification of teachers practical activities, independent innovation and a reflective-analytical stage are also emphasized. The means of accompaniment at each stage are listed: direct participation in innovation, research, implementation of innovative projects, contextual training, methodological and psychological support, introspection, and reflection. The author describes the results of diagnostics of teachers in relation to innovations, carried out using a set of techniques aimed at identifying individual characteristics of the perception of innovations. The most numerous groups are distinguished: teachers with a negative attitude, teachers who are neutral in relation to innovations, and teachers with a positive attitude; ready to implement innovations and teachers who are at a creative level.
Highlights
The article substantiates the urgency of supporting innovative activities development by secondary vocational education workers
The scientific novelty of the article lies in the fact that a complex of organizational and pedagogical conditions that provide support for innovative activities is highlighted
The means of accompaniment at each stage are listed: direct participation in innovation, research, implementation of innovative projects, contextual training, methodological and psychological support, introspection, and reflection
Summary
В статье обосновывается актуальность проблемы сопровождения освоения инновационной деятельности работниками среднего профессионального образования. На основании отечественных исследований определяются этапы сопровождения педагогов: подготовительный, мотивационный, самодиагностики, целеполагания, планирования, самореализации и интенсификации практической деятельности, самостоятельной инновационной деятельности преподавателей и рефлексивно-аналитический. Диагностика уровня освоения инновационной деятельности преподавателями и их отношения к инновациям в целом, что обусловлено необходимостью осуществления постоянного контроля и регулирования инновационной деятельности в организации. Ведущими технологиями обучения преподавателей инновационной деятельности могут быть контекстное обучение, позволяющее выработать навыки инновационной деятельности в контексте освоения конкретной инновации, и тренинговые занятия, направленные на формирование психологической готовности к инновациям и помогающие приобрести умения преодоления возникающих сопротивлений в процессе инновационной деятельности. С целью дифференцированного и индивидуализированного сопровождения инновационной деятельности и на основании сочетания мотивации к инновационной деятельности, отношения к инновациям и стиля реагирования на изменения мы выделили наиболее многочисленные подгруппы преподавателей. Организация сопровождения инновационной деятельности преподавателей направлена в первую очередь на раскрытие ресурсов педагогов, выявление проблем и барьеров, поддержку и помощь в преодолении возникающих трудностей
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
