Iskakova A.T., Tajiyeva M.K.
Kazakh National Pedagogical University named after
Abay
pre-k
teacher as a subject of innovative WORK
Innovation
(eng.Innovation-the act of making
something new)– implementation of new forms, ways and skills in the field of
education and science. The concept of "innovation" (innovation) is
defined as a novelty, and as the process of using this innovation in practice.
Generally accepted interpretation of "innovation in education" there
is not any pedagogical literature, nor in the most innovative educational
environment. A.Prigozhin gave a definition to innovation: innovation- is a
purposeful change, which brings in a social unit - the organization,
settlement, society, and the group - the new, relatively stable elements [2]. E.
Dneprov believes that the innovation is "activity for the creation,
development, use and dissemination of new in education". [3] B. Sazonov
associates it with something new, "of public importance and is a product
of creativity." M. Clarin emphasizes that "it is the changes that are
significant and accompanied by changes in activity, style of thinking"
[4]. T. Shamova refers to innovation, the introduction of which in practice
introduces a renewal [5].
Innovations always go with pedagogies. There are great facilities for developing of
personality activity and its innovative work. This is facilitated by a number
of changes that occur in life and reflect in the mind of a human. The main
thing is the removal of restrictions on the profession; it allows taking a much
broader range of external phenomena. As a consequence, the teacher gains very
important abilities: the readiness to respond to surprises, the willingness to
take independent decisions requiring a risk, willingness to take responsibility
for them, critical in assessing own and others' actions.
The
model of
innovative profession
is formed
of two complementary parts. The first is constructed by changing the
motivational relations - by imitation, simulation, and modeling. It determines
the attitude towards innovation and the experience of events related to their
implementation. The second system receives information through targeted,
innovative teaching conscious, which is supported by the structure of our
society.
Analysis of the theoretical work generalizing the
innovation of teachers can identify major trends and ideas of perspective
trends that are essential to identify and improve innovative activities of
preschool teacher:
- Adoption of humane "subject-subject
relations" tutor-pupil, the development of creative abilities,
intellectual strength of student;
- Individual and creative development of the
teacher in the process of innovation, the research focus of the experience of
teachers and innovators late 1950 - early 1960 years, later known teacher-experimenter
(the second half of the 1980 year) as well as teachers - the creators of
alternative schools and authorized schools (the beginning of the 90s.). All of
them characterized by the ability to study a living teaching practices, the
social environment in a more developed form, manifested productive creative
thinking (elements of the heuristic, etc.);
- A characteristic feature of the evolution of
innovative experience was synthesizing it with pedagogy,
not only profound generalization, justification, "... and theoretical
investigation of the facts that are crucial for the practice"
(M.I.Mahmutov). The variety of forms and problems of scientific and pedagogical
community (partnership) scientists and teachers is greatly expanded.
An educational
practice allows
underlining the
features of
organization of
innovative pedagogical
activity of pre-k teachers:
- It can
be realized
both in
the traditional
pre-school
establishments, and in
the establishments of new types- mini-kindergartens, pre-schools gymnasiums and
centers;
- An innovative
research in
educational establishments
is realised
on different
levels, generally
the procedure of research is completed by empirical methods, that’s by ways of
trial and errors.
In the innovative
pedagogical sphere
the principle
of personal
approach is
implemented on the basis of a complex process of
changing from educational paradigm to humanistic. In contrast to the
traditionally defined goals, the goal of innovative educational activities
aimed at developing an individual program of personal development.
Different feature of the innovative educational work is a
collection of persistent motives in the presence of dominant expressing the orientation,
value orientation of both individual teachers and the teaching staff.
Innovative teaching
activities requires an understanding and addressing the issue of readiness of
the teacher in this type of activity.
These characteristics of readiness of the teacher-educator, according to
some investigators, may be the following:
- requirements in
creativity, realistic
choice of
ways professional
behaviour; the
ability and
willingness for
choosing adequate
ways and
methods of
self-development,
organization of
the efficient
work of
cooperation; the
ability to
work skilfully
in the
ways of
pedagogical sphere,
to have
the ability
of changing
any situation
to pedagogical,
developing.
Considering all the issues given above, we want to say that the process
of preparing the future teacher as a subject of innovation is a specific part
of the professional formation of future teachers. He is under the influence of
common both objective and subjective conditions. The objective conditions, that
independent of the consciousness of objects defining the educational system and
professional formation of future teachers in general, and as the subject of
innovation in particular, are associated with a real system of training
students in the pedagogical university. These can be included:
-
Professional and pedagogical directivity of
preparation;
-
Content of educational process;
- Unity and interconnection of educational and practical aspects of
preparation.
However, the
insufficient preparedness of teachers prevents from accepting and realizing the
innovation significantly reduces the effectiveness of the innovations that introduced
in the educational process, which can be allowed to suggest that in the process
of higher education should be carried out with a shift of emphasis on
transformative learning activities, implementation of innovation, a process
that determines the future of teacher professional development as the subject
of innovation.
In this way our learning for the process of professional preparation of future teacher as a subject of innovative work has important meaning for development the
quality of preparing future pre-k teachers of pre-school institutions, especially in
connection with the intensification of innovative processes in the national
education system.
Reference
1. Modern educational technologies: Textbook. – M.: Folk education,
1998. – 256 p.
2. Prigozhin A. Innovation; stimulus and
impediment. Social issues of innovates. –M., 1989.
3. Clarin M. Innovative models of teaching in foreign pedagogical researches. – M.: Arena, 1994. – 222 p.
4. Shamova T., Malinin A., Tulu G. Innovative processes at the school as an
informative and educational base of developing mechanism. – M., 1993.
5. Zagvyazinski V. Methodology and method of didactic research. – M., 1982. – 160 p.