CC BY
5
UDC: 378.1
Matkarimova G. teacher of department of foreign languages faculty of agro engineering and hydro melioration Andijan Institute of Agriculture and Agro technologies
Uzbekistan, Andijan
PEDAGOGICAL CONDITIONS FOR THE FORMATION OF TEACHER READINESS TO INNOVATIVE ACTIVITY
Abstract: The article considers such concepts as innovation, innovative activity, educational environmental complex. The essence of the pedagogical conditions, which influence the efficiency of teachers' readiness forming for innovative activity, is revealed.
Key words: innovation, innovative activity, a set of pedagogical conditions.
In modern conditions, education reform does not cause opinions the need for innovative processes in the school, the orientation of the teacher-practitioner towards the adoption, development and use in their own pedagogical activity of innovations, the creative nature of the activity, providing subjective self-realization and personal and professional self-development of the teacher. Innovative educational activity is an activity due to which the educational process develops in accordance with the ever-changing needs of society. Innovations or innovations are inherent in any professional activity of a person and therefore naturally become the subject of study, analysis and implementation.
In pedagogy, innovations, as in any other activity, arise at the junction of several problems and solve fundamentally new problems, lead to the continuous updating of the educational process and are the result of scientific research, advanced pedagogical experience of both individual teachers and entire collectives.
The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. With regard to the pedagogical process, innovation means the introduction of a new goal, content, methods and forms of training and education, the organization of joint activities of a teacher and student.
For the effective formation of teachers' readiness for innovation, it is necessary to highlight a set of pedagogical conditions. Complex - totality, a combination of objects, phenomena, actions, properties that make up one whole. In pedagogy, a complex is understood as the totality and combination of pedagogical conditions necessary for the effective formation of teachers' readiness for innovative activities.
Pedagogical practice confirms that the conditions should reflect not only external circumstances in relation to the pedagogical process, but also include the internal characteristics of this process.
In determining such conditions, we focused on the criterion of their necessity and sufficiency.
General of the foregoing, by the set of pedagogical conditions for the effective formation of teacher readiness for innovation, we will understand the necessary and sufficient set of interrelated measures of the pedagogical process, the observance of which ensures that teachers achieve a higher level of innovation.
The analysis of the theory and practice of the formation of teacher readiness for innovative activities in the post-graduate period allows us to highlight the following pedagogical conditions:
- implementation of structurally-substantive components of the teacher's innovative activity at school;
- reflection of the task structure of teacher readiness for innovation in the post-graduate period;
- development and implementation of technological support tools for the formation of teacher readiness for innovation.
The first pedagogical condition is the reflection of the task structure of the teacher's readiness for innovative activity in the post-graduate period. The task is that which requires execution, permission.
The second pedagogical condition - the development and implementation of technological support tools for the formation of teacher readiness for innovative activities should include:
- a program to implement the model of readiness for innovative activity in the school, which consists in the formation of its need for new knowledge, the introduction of innovations in understanding and creative transformation of innovative techniques, technologies;
- development of recommendations for teachers on the organization of educational work in an innovative mode.
All the pedagogical conditions listed above, the creation of which is necessary in the process of research, should be the preparation of teachers for the process of formation of readiness for innovative activity, through their understanding of goals and values, as well as the methodological foundations of the upcoming activity, since, specifically, the teacher has a decisive influence on the development of the personality of students and the organization of pedagogical interaction.
Thus, a teacher who is well prepared for innovative activity in this aspect: understands the place and role of innovative activity in an educational institution; knows how to learn the experience of innovative teachers; able to critically analyze pedagogical systems, curricula, technologies and didactic teaching aids; able to develop and justify innovative proposals for improving the educational process; able to develop innovation projects; knows how to set goals
for experimental work and plan it; able to analyze and evaluate himself as a subject of innovation.
Bibliography:
1. Pavlova E.P. Pedagogical Environmental Complex of Primary School Teachers' Innova-tion Activity Development in the Process of Education Modernization [Text]: Synopsis of Thesis - Yakutsk, 2009.
2. Irgashev M.U. Modern pedagogical technologies as a resource of the modern lesson, ensuring the development of educational standards / - Journal: "Экономика и социум" -M., №6(73) 2020.
3. Shilov K.V. Classification of Innovations: Innovations in Education: Magazine /Modern Liberal Arts Institute. -M., 2007.
"Экономика и социум" №11(78) 2020
www.iupr.ru
227
