Підготовка майбутніх учителів освітньої галузі «технологія» до інноваційної педагогічної діяльності

And though the labours mentioned on the whole affect only the separate questions preparation future teachers to innovative professional activity and can not be examined as fundamental, together with others, they allow to select next theoretical positions.

Pedagogical innovations are characterized as an innovation in the pedagogical systems and processes, that they are accompanied, directed on the receipt proof positive results, which substantially improve state both separate components and systems on the whole and determine progressive direction their development. In obedience to expedient describe essence innovative pedagogical activity from three positions: to stage of development innovative processes: development, mastering and use high innovations to the degree of pedagogical creation, pedagogical invention, introduction new in pedagogical practice;  scientifically-practical research and innovative experiment. 

To innovative pedagogical activity we understand readiness teachers of labour studies difficult, system, personality education (integrative quality his personality), which appears in dialectical unity structural of all the tools, properties, connections and relations. The structure readiness is identical the structure of the functional psychological system innovative pedagogical activity and contains such constituents: reasons, aims, informative basis and program of activity, and also decision-making block and subsystem professionally important qualities of personality [1].

Forming of such readiness is the objective process of purposeful preparation of future teachers labour studies to creation, introduction and distribution of educational innovations. Training to innovative activity students it is legitimate to subsume systems, as it shows by itself the well-organized plural of interrelated components (aims, maintenance, methods, forms, facilities and others like that) and comes forward as a subsystem of their general education preparation in pedagogical VNZ, and directed on becoming students as subjects of educational innovations. Such subsystem is provided the general and special system organization of this process. 

To innovative pedagogical activity there is realization technology monitoring innovative activity important determinant effectiveness preparation future teachers of labour studies in the system of «ZOSH – VNZ» in the context of socially personality demand and results of his pleasure [1; 3; 5].

Sure, that all of it foresees purposeful system and systematic activation of factors influence on forming of readiness of teachers to innovative activity which includes: creation of innovative pedagogical decisions, related to forming, ground of new pedagogical ideas and their introduction in the concrete pedagogical system (pedagogical openings); transformation, constructing of separate elements of the pedagogical systems, facilities, methods, terms of studies and education (pedagogical inventions); modernization and adaptation to the concrete terms already the known methods and facilities (pedagogical perfections); monitoring of effectiveness of mechanisms of including of subjects of educational process is in innovative processes; modernization of maintenance of professional activity of teachers in relation to providing individualization of the checking, self-control and estimation achievements students system on principles of unity andcompetence approach in context of social-economic requirements of labour-market, cultural approach in the context of civilization development of society (productions, sciences), personality oriented approach in the context of continuous professionally, personality self-development; permanent update of the scientifically methodical, normatively methodical, educational-methodical, technical providing educational - an educate process.

Taking into account it is higher expounded, system of preparation future teachers of educational industry «Technology» to innovative pedagogical activity we presented as an aggregate of subsystems of methodological approaches (competence, cultural, personality oriented); subsystem of components of an educational-educate process (having a special purpose, motivational, rich in content, operation - labouring, emotionally-regulative, evaluation-effective); subsystem of organizationally pedagogical terms (development and introduction of model of aims from preparation future teachers educational industry «Technology» to innovative pedagogical activity; creation of innovative environment co-operation subjects an educational-educate process; realization of the personality oriented technology accumulation and use small box front-rank pedagogical experience; monitoring achievement  aims on all of the stages forming readiness of future teachers educational industry «Technology» to innovative pedagogical activity); subsystem of innovative activity in the system of «ZOSH – VNZ» in the context of socially personality demand and results of his pleasure (a complex indexes realization innovative activity of students is during the lead through of pedagogical practice; reflective estimation of achievement results).

As a result of realizable experiment by us the measure innovative activity of graduating students VNZ was set from position personality explained of such activity: awareness meaningfulness innovative activity as personal professional achievements characteristically for 27,5% of the respondents, dominant of reasons – for 19,9%, dominant of stimuli – 62%, indifference – 18,1% and active voice in realization of innovative activity - 19,9%.

If to estimate the results of introduction in an educational-educate process VNZ the system forming readiness future teachers educational industry offered by us «Technology» to innovative pedagogical activity from position creatively active, potentially productive, middle, and low levels of their readiness, have a next picture. Growth creatively active level readiness of graduating students VNZ took a place to innovative activity from 0% to 1,2%; potentially productive level – from 12% to 27,8%); notedly the amount of the respondents diminished with the low level of readiness – from 42% to 22%.

Conclusions and prospects of subsequent researches. Summarizing it is all higher expounded, can with definiteness talk that multidimensionalism of the probed problem, the specific of object and article of research foresees the multivector of its decision. 

It is important, that the subjects of the probed process laid hands on system vision of pedagogical problem and analytical going near its decision in the context of the use innovative of developing technologies.

The important vector of decision probed problem forming at respondents ability to our opinion, adequately to estimate the own creative potential and set dependence results (as educational so professional in subsequent) the activity on such potential,  forming and development for them readiness to prognostication professional potential as a subject innovative pedagogical activity.

 

 

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