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SCHOOL INNOVATION ACTIVITIES
AS A CONDITION OF LIFELONG EDUCATION
AND PROFESSIONAL DEVELOPMENT OF TEACHERS
I. E. Kuzmina
N. N. Muzykantova
The author considers conditions for promoting innovations at school as a factor of teachers' lifelong professional education. Ways for reaching innovation results as indicators of development and change in teachers' professional thinking during their experimental work are given in the article.
Key words: innovation activities, experimental work, teachers' professional thinking, lifelong education.
Innovation activities of modern educational institutions - experimental work in schools - may become one of the forms of lifelong professional education of teachers and a source of professional development. Experience in the organization of innovative activities in the educational institutions of St. Petersburg allows us to single out certain conditions, the creation of which may become a factor of lifelong professional training of teachers and give rise to new opportunities for teaching staff development in general: (a) concurrence by implication of school experimental work topics with the main activities of an educational institution in such a way that innovation activities would not become foreign to the teachers, but organic, "grown from within"; (b) special-purpose formation of motivation for school innovation and experimental work in teachers; (c) organization of "in-house" advanced training of teachers on experimental work: training in the basics of pedagogical experience analysis, pedagogical reflection, pedagogical research; methods of data collection, analysis and interpretation of information and research results - the "learning organization" model [2]; (d) social demand and relevance of the experimental work of schools at all levels and the possibility of innovative product dissemination; (e) support and stimulation of this type of activity among teachers by the administration of educational institutions.
School innovation activities on practical creation, theoretical and methodological substantiation, methodological description, and reflexive and analytical understanding of culture creative educational environment potential of an educational institution may act as one of the factors for professional growth and development of the teaching staff. Such a culture creative educational environment was created and has been successfully functioning in school No. 305 of the Frunzensky District of St. Petersburg for over 30 years. The long-term successful experience of culture creative educational environment's existence in the school led to the idea of using its potential for professional growth and development of teachers, reaching a new level of professional activity by the teaching staff, caused by an increase in the teachers' experimental work: reflexive and methodological understanding of the teaching experience and development of a system of organizational activities on education of patriotism among students with new conditions of the multiethnic and multicultural educational space of 19th century St. Petersburg.
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During the eight years of experimental work, the school identified five main areas of innovation products that can serve as indicators of lifelong professional education of teachers: (1) development of diagnostic tools for pedagogical research of value orientations in the field of patriotic consciousness of parties of the school educational process (students, teachers, parents) [5]; (2) development and description of the organization of activity on formation of patriotic consciousness of students in the multi-ethnic environment of St. Petersburg [1; 6; 7; 8]; (3) modeling of various processes: creation of a culture creative educational environment in school, patriotic education of students in conditions of multi-ethnicity, organization of social, educational and socio-cultural partnership of schools, organization of interaction between families and schools [1; 4]; (4) development of guidelines for organizing and carrying out culture creative events for students [6; 7; 8]; (5) analysis, synthesis, and description of innovative teaching experience in the form of scientific and methodological articles for presentation at scientific conferences, seminars, round tables, participation in professional competitions, and publication in scientific and methodological editions [1; 4; 6; 7; 8].
Development of a system of organizing activities on patriotic education of students in today's multi-ethnic environment became one of the indicators of lifelong professional growth and development of teachers in the course of school innovation activities. This system includes five types of activities of students:
(1) project activities and group work; (2) eventful activities (organization and carrying out of school celebrations); (3) reflective activities in working with text -symbol, image, sign; (4) play activities; (5) organization of social partnership of different stakeholders.
The creation by the school administration of certain conditions for the organization of teachers' innovative activity was the source of their professional growth and development, led to certain changes in the professional thinking of teachers and, thus, acted as a factor of lifelong education [3:278-280] in: (a) understanding of the new and changed social and economic, information technology, mental and cultural, social and psychological conditions in which modern education in society is being developed; (b) understanding of the new problems that arise in the new environment in school, the "new vision" of the old problems in the context of new conditions; (c) formulation of new goals and objectives in the pedagogical process in the context of new conditions; (d) formation of motivation for the search, exploration and development of new methods, techniques and technologies of work in order to achieve new goals in a new environment; (e) information request on new content of postgraduate teacher education, innovative teaching experience of colleagues, new scientific literature characterizing a new stage in the development of society and education; (f) a search for new school social partners to meet new challenges in a new environment; (g) formation of motivation to their own individual personal growth and development, dynamics of reflexive abilities in relation to their personality and professional activities - generation of new personal meanings in professional activities, formation of motivation for self-change and development.
However, creation of conditions for the organization of innovative activity of teachers has become a factor of lifelong professional education of teaching staff, and has contributed to the development of innovative educational organization in general [2]: (a) creation of motivational factors for individual inclusion of teachers in
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the overall process of innovative school development: stimulation of individual professional development, professional level dynamics, interest in professional activities; (b) emergence of conditions for the simultaneous mastering of new scientific and educational information by the staff - organizing their own methodical, reflexive and analytical activities within the experimental work of schools in general; (c) teaching staff reaching a new level of professional development - dissemination of an innovative product of different kinds at different levels of presentation: district and municipal seminars and round tables, scientific and practical conferences, writing of methodical recommendations and teaching aids.
In this way, creation and compliance with certain conditions of the organization of innovative activity of teachers can become a source of innovative development of educational organization in general. In the information society, in a situation of constant dynamic changes, innovation activities of schools become the only condition for timely adaptation and sustainable development of educational institutions, and experimental work becomes a form of lifelong professional education of teachers.
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Translated from Russian by Znanije Central Translastions Bureas
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