Innovations In Educational Process Research Articles

Adaptation or Degradation: What’s Happen to Educational Innovation in a Typical Educational Process?

The article is devoted to the study of the processes of changing innovative learning technology in the conditions of a typical educational process. The study was conducted on the example of end-to-end design technology (based on the CDIO methodology in accordance with its standards) for bachelor’s degree in technical areas of training. The study used methods of expert assessment, written survey, content analysis, structural-logical and statistical analysis. The experts were engineers of design departments of industrial enterprises, teachers of engineering disciplines of the university and undergraduate students. A review analysis of the understanding of educational innovation available in the scientific literature is carried out. A concise description of the end-to-end design technology for a training and production workshop that meets the criteria of educational innovation is presented. Based on the expert assessment, a detailed analysis of the influence of the conditions of the typical educational process of the university on the change of the specified learning technology at the level of the characteristics of students’ academic work and its results is made. Data on changes in innovative technology according to the criteria of twelve CDIO standards, as well as its impact on the formation of hard and soft skills of engineers before and after adaptation are presented. A comparative analysis of the assessments of changes in teaching technology made by students and experts is carried out, on the basis of which conclusions are substantiated about: 1) the nature of the degradation of educational innovation when it is introduced into the standard learning process; 2) the special role of the first stages of end-to-end design technology for the formation of effective skills of educational and practical work, which partially compensate for the shortcomings of the educational process caused by its adaptation to the conditions of a typical university education. A hypothesis is also put forward about the reasons for the low efficiency of educational innovations in the educational process of universities.

Exploring the predictor of innovative teaching using the job demands-resources model

Introduction. To keep in pace and remain competitive in today's environment, the lecturer must do innovation in educational process. However, encouraging lecturers' willingness to do innovative teaching is challenging in higher education due to the dual roles as teachers and researchers, which makes the excessive workload and leads to the teacher-researcher role conflict (TRC). Therefore, it is crucial to analyse the impact of TRC on the innovative teaching of lecturers. The present study utilises the job demands-resources (JDR) model due to its high popularity but rarely used in higher education.Aim. This study is aimed to explore the predictor of innovative teaching by utilising the JDR model as a theoretical anchor.Methodology and research methods. This study uses structural equation modelling (SEM) to examine the research model on a random sample of 233 respondents.Results. The results indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, the occupational well-being is a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching.Scientific novelty. This study reveals innovative teaching predictors in higher education by using the JDR model as a theoretical anchor. The authors found out that teacher-researcher role conflict (TRC) was significantly related to innovative teaching. The high-level expression of TRC will reduce the lecturer's innovative behaviour on teaching activity, and vice versa.Practical significance. The current study provides critical insight into the related stakeholders, such as the universities and related ministries, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of TRC on the innovation behaviour of lecturer teaching activity and to address the problem of job role conflict.

INNOVATIVE TECHNOLOGIES AS A TOOL OF TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF POSTGRADUATE EDUCATION

The article identifies the problem of finding a modern format of teacher development in the system of postgraduate education. The necessity of using innovative pedagogical technologies of teaching as an aspect of innovative activity of a higher school teacher in the context of development of modern education, in particular postgraduate, is revealed. The range of innovative pedagogical technologies, methods, receptions as effective tools of professional development of the teacher in the conditions of postgraduate education is defined. Aspects of professional interaction that contribute to the creation of a creative scientific and educational environment of the educational process are characterized. Interactive technologies that are determined by the interaction of teachers and teachers (students of advanced training courses) become effective tools of higher education. Aspects of realization of innovation of educational process in establishments of higher and postgraduate education are defined. We outlined practical changes in the professional activity of the teacher, determined by the willingness to improve pedagogical skills, to develop various components of professional competence, i.e. to constantly develop their own professional resources. The practical experience of using innovative pedagogical technologies, methods and techniques and forms of organization of the educational process, contributing to the active continuous professional development of teachers in the system of postgraduate education, are highlighted. The scientific-methodical and didactic support of professional development of teachers in the context of technologicalization of the postgraduate world is presented. The purpose of the study is to reveal the features of the application of innovative pedagogical technologies in the activities of higher education teachers in the context of postgraduate teacher education. Research methods used: theoretical analysis and systematization of scientific sources − allowed to identify the state of the problem of application of innovative technologies in the modern educational process; pedagogical observation and systematization − allowed to get the results of research on the active introduction of innovative pedagogical technologies, methods and techniques in the system of postgraduate education; generalization and structuring − allowed to develop scientific –methodological, and didactic support for the continuous development of teachers in the system of postgraduate education. Conclusions were made on the introduction of innovative technologies in the educational process of higher education institutions, in particular postgraduate education institutions, which contribute to more effective mastery of educational material, its understanding and practical self-realization; creates conditions for continuous development and self-development of teachers throughout life.

Коммуникационные инновации в образовательном процессе регионального вуза

Коммуникационные инновации в образовательном процессе регионального вуза

VOCATIONAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS BY EDUCATIONAL INSTITUTIONS OF PODILLIA (1920–1925)

The research is based on the analysis of the main aspects of vocational and pedagogical training of future teachers in Podillia educational institutions (1920–1925). The history of formation of various training courses has been traced, invastigated on the basis of archival and literary sources. They include Vinnytsia short-term pedagogical courses for school workers and representatives of preschool and extra-curricular education, Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olhopil, Haisyn, Tivriv, Khmilnyk, Nemyriv, Zholobyansk, etc.), designed to provide teachers for all types of schools during a specified period. Changes and innovations in educational process of educational institutions have been considered, features of vocational and pedagogical training of future teachers in the history of formation of the national pedagogical system have been highlighted. It has been stated that a significant role in the educational process was given to the subjects of artistic and esthetic cycle: music, graphic arts, singing, theory and psychology of artistic creativity, which contributed to the formation of vocational and pedagogical culture of future teachers, developed the ability to influence the intellect, will and feelings of the pupils. It has been proved that the vocational and pedagogical training of future teachers in Podillia educational institutions in 1920–1925 has undergone numerous reforms in the conditions of creation of a new Ukrainian school and still needs deep study. Special short-term courses for school workers and representatives of pre-school and out-of-school education were nearly the only pedagogical training (1920–1920), which would provide retraining of teachers in the transition period of reforming pedagogical education, and as a consequence - the actual lack of training for future representatives of education. It has been proved that Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses became the leading educational institutions in the professional training of teachers in Podillia (1920–1925). It has been stated that the appeal to historical and pedagogical values, one of which is the vocational and pedagogical training of future teachers, is of great scientific and practical importance.

МЕНТАЛЬНІ КАРТИ ЯК НОВАЦІЇ В ОСВІТНЬОМУ ПРОЦЕСІ

МЕНТАЛЬНІ КАРТИ ЯК НОВАЦІЇ В ОСВІТНЬОМУ ПРОЦЕСІ

Инновационная деятельность учителей в альтернативной школе

the article considers the problem of implementing educational innovations in educational process on the example of the alternative schools in Toronto. The paper analyzes the structural factors and forms of teaching aimed at different ways of management of educational process. In such alternative schools, teachers and students can actively participate in the development of innovative courses and programs. The main distinguishing features of the alternative schools are: democratic practices with the participation of students and teachers as well as schools and small classes.

THE METODS OF TEACHING IN DESIGN. TOWARDS THE CHANGES

The article views the new (innovative) methods and the problems of teaching in design in the Russian educative system. The general description of teaching methods is given and the methodological problems in contemporary design-education are defined, conceptual and terminological meaning of innovation in educational process is specified. The comparative analysis of two methods developed and tested in some russian universities of architecture is done, their base principles and the common points are noted and the differences between them as well as their attitude towards traditional education system of design in Russia are viewed. The conclusions about the possibility of these methods application in practice are proposed.

УПРАВЛІННЯ КОНКУРЕНТОСПРОМОЖНІСТЮ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ У КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ (Management of Competitiveness of Higher Education Institutions in the European Union)

Ukrainian Abstract: У статті розглянуто сутність та значення управління конкурентоспроможностю вищих навчальних закладів країн Європейського Союзу. Визначено заходи щодо залучення контингенту з інших країн, які полягають у створення специфічних агенцій з вербування студентів з інших навчальних закладів; у здійснені дворазового набору абітурієнтів; у наданні бюджетних місць іноземцям та грантів на навчання. Зазначено конкурентні переваги європейських університетів щодо якості освіти; умов вступу; цінової політики в галузі освіти; перспектив подальшого працевлаштування та розвитку професійної кар’єри. English Abstract: The article discusses nature and significance management competitiveness higher education institutions in European Union. Stated that management higher education institutions can influence competitive positioning as a result educational services to foreign and domestic markets, the type and range of educational services, possibility innovation in educational process. accordance with parameters competitiveness in relation to higher education in European Union stated that technical specifications are standards, rules, regulations, legislation to obtain educational services; to economic parameters - cost tuition and residence a student in a particular country; to social and organizational - living conditions, conditions social adaptation and prospect further employment. Identified measures to attract contingent from other countries, which include enabling agencies recruiting students from other educational institutions; in implementation twice-set entrants; in provision budget places foreigners and training grants. Shown competitive advantages European universities that are in quality education; conditions entry; pricing policy in field education; prospects for future employment and career development.

Человеческий капитал как фактор воспроизводства национального богатства

Such concepts as human and intellectual capital as well as their interrelation are considered in this article. Their infl uence on professional education process is estimated. Problems of introduction of innovations in educational process are shown. According to the author, the main problem of introduction of innovations is that standard tests of knowledge assessment don't correspond to innovative methods of training.

Innovation of educational process of mathematics of military officers

The education and training process at UoD is markedly military orientated. It develops the students in independence, creativity, endurance, devotion and self-discipline. The graduates are generally educated at university level ready for wide range of career positions both in military and civilian lives. However, education does not restrict to only certain entry periods of one's life. It has become a continuous life-long process and blended learning is an important part of it.The aim of this paper is to give information about education process of mathematics of military officers in daily and combined study. Moreover, the author will present a multimedia CDs created at UoD which are used during the educational process.