Interaction between regional innovation platforms and a pedagogical university: model, features and prospects

Abstract

Introduction. In the conditions of constant changes and the implementation of ideas of sustainable development, almost every teacher should be able to carry out professional activities in an innovative mode. To do this, it is necessary to immerse pedagogical universities as centers of continuous professional training of teachers in innovative practice. This practice should reflect the characteristics and prospects for the development of regional education systems. The purpose of the article is to identify possible mechanisms of interaction between pedagogical universities and innovation platforms within the educational system of the region. Materials and methods. Analysis of world experience, taking into account the relationship between the general, the particular and the individual, the role of context when comparing different cultural and educational traditions, semi-structured interview, questionnaire, content analysis. The study involved 327 teaching staff from 23 settlements in the Krasnoyarsk Territory. The respondents were teachers of educational organizations with the status of regional innovation platforms, teachers of a pedagogical university, as well as management workers from the pedagogical field. Results. Analysis of the research data showed that the majority of innovation platforms in the Krasnoyarsk Territory are localized in the regional center and small towns (83%), have a non-linear nature of activity and are initiated from below (77%), which determines the content of their innovation activities. The vast majority of regional innovation platforms focus on improving existing educational practices (47%) or cultivating new examples (34%). Based on empirical research, a model of interaction between regional innovation platforms and a pedagogical university has been developed, including components: the space of subjects, positions of professional activity, space of events, independent assessment of professional competencies. Productive strategies for its implementation have been established. Conclusion. The obtained research results are of practical significance. Can be used in managing local educational ecosystems. In the future, it is planned to study the mechanisms of interaction between pedagogical universities and innovation platforms in terms of joint development and implementation of programs for continuous professional training of teaching staff.