Innovative pedagogic activity from the standpoint of the ecopsychological approach

Abstract

The article reveals the results of the empirical verification of the ecopsychological model of the formation of the subject of innovative pedagogic activity. The research sample was made up of pedagogues of municipal budget educational institution ‟Secondary School No. 15” in Vladimir (N = 40), which is a regional innovation platform for the implementation of the innovative project ‟Organisational and psycho-pedagogic conditions for the formation of subjectivity of participants in the educational process”. Innovative pedagogic activity is defined as one contributing to the achievement of a creative level of professional self-determination of a person with the progressive formation of its subjectivity in an organised cultural environment. Interrelations of productive stages of subjectivity and parameters characterising innovative pedagogic activity are revealed – attitude to innovations (r = 0.403), creativity (r = 0.483), openness to new experience (r = 0.412), attitude to complex tasks (r = 0.423). The interrelations of the productive stages of subjectivity and the parameters of the educational environment – ‟dominance” (r = 0.459), ‟coherence” (r = 0.436, ‟activity” (r = 0.481); severity of the integrative organisational and educational model (r = 0.468) allowed us to consider the teaching staff as a collective subject. The obtained results allowed us to conclude that the formation of the subject of innovative pedagogic activity should be considered not from the perspective of the personal potential of the individual, but from the point of view of the formed organisational and educational model of the school, the parameters of the educational environment and managerial competences.