36
Thus, education is inherently an innovation. Using these technologies in innovative teaching, the
teacher makes the process more complete, interesting, and saturated. When crossing the subject areas of
the natural sciences, such integration is simply necessary for the formation of a holistic worldview and a
world view of innovation include the introduction of ICT in the teaching and educational process,
software supplied to schools interactive electronic boards, modernization projects [8, 19p].
Every time he puts forward his demands for education, the main functions of which, according to
the scientist V. Rozin, are the reproduction of the experience accumulated in culture and the creation of
conditions for its purposeful change. As an integral part of the society, education must adapt flexibly to
changes in the social environment and, as a consequence, change itself "[9, p. 63].
The content analysis of works on innovative problems helps to distinguish as original core concepts
such as "innovation", "innovation" and "innovation". And, as some researchers note, the term
"innovation" originally appeared, which entered the "colloquial space" as far back as the 13th century,
while denoting "inventing something new that was ahead of its time." Then, already in the XIX century, it
comes into the sphere of scientific knowledge, but in quite different areas of scientific knowledge there
are quite different roles.Innovative processes in the field of pedagogy, according to the researchers OG.
Khomeriki, M.M. Potashnik, A. V. Lorensova, have become the subject of special study in the West since
the late 50's. and in the last decades of the XIX century in our country. "Like much in the world culture,
pedagogical innovation as a scientific discipline until the last years for us did not exist," said the
prominent researcher of pedagogical problems innovators of S.D. The Poles. "It can not be said that
Soviet pedagogy did not study the introduction of the new in public education at all. But this problem was
limited to the introduction of scientific achievements and the spread of advanced pedagogical experience.
And in these studies the image of a teacher arose as a person, which is enough to be filled with new
knowledge and skills (to make reasonable demands to him) so that he could use new ideas and methods of
work with inspiration and efficiency "[10, p. 56].
Democratic changes in recent years have provided teachers with additional opportunities to realize
their bold ideas and undertakings by legislating the right to freedom of pedagogical creativity. The
development of the innovative activity of the teacher is one of the strategic directions in education. The
solution of this task is important today, when any innovations in the field of education can be realized if
they are internally accepted and supported by innovator educators.
The reform of the educational system in the immediate and distant future depends entirely on both
the professional level of the pedagogical corps and the degree of interest and participation of each teacher
in the development of innovative activities in education. Teachers, in turn, perceive innovation
ambiguously [11, 27p].
In sociology, there are different opinions about the nature of man: one person is inclined to accept
innovations, others are conservative, more oriented to the existing than to the new, unchecked.
Many scientists devoted their research to innovations in relation to innovations, among them E.
Rogers, K. Angelovsky, A. Neimer, S. Polyakov, K. Ushakov, N. Anisimov, M. Potashnik, O.
Khomeriki, A. Lorensov and others. The classification of E. Rogers is considered the most successful. K.
Angelowski modernized the proposed Rogers typology. Retaining its substantive basis, he somewhat
modified the form of its organization. In this case, the main feature, as well as in the classification of
Rogers, is not the essential side - innovation as the quality of the teacher, but the time distance of the
inclusion of the subject in the development of innovation. The result is the following distribution:
- Innovators who believe that the new is good already because it is new - 6.7%;
- foremost, who believe that innovations need to be introduced as soon as they appear in
pedagogical reality - 44.7%;
- Moderate, because they do not aspire to be the first, but they do not want to be the last, and start
to develop a new one only when it has already been received by a significant part of colleagues-17.7%;
- the penultimate, more doubt than believe in the new, and perceive it only after the public opinion
of the overwhelming majority positively reacts to the innovation - 8,%;
- the latter, acting on the principle "let the latter be better, but we need to make sure that we are
doing the right thing" - 22.7% [12, 358p]
One of the most important factors determining the success of innovations is the attitude of the head
of the organization to this innovation, the nature of his position in the innovation process. The researcher
Yu.L. Neymer distinguishes 5 types of managers in their relation to the innovation process:
37
1. Conservative. Relating to the new with prejudice, the head of this type is focused on traditional
ways of working. Under the pressure of the initiative, it tries to "despise" or stretch the terms from the
top.
2. Declarative. Supporting in words any innovation, in fact, however, avoids the implementation of
innovations that require fundamental changes and high costs.
3. Vibrating. His decisions sometimes strike with their opposite, often fall under the influence of
their closest assistants, in case of failure, trying to shift to their shoulders all responsibility for the
decision. Innovations are afraid.
4. Progressive. They are busy searching for new ways to achieve goals, new, progressive
technologies.
5. Possessed. This type of leader is constantly engaged in restructuring the activities of his
organization. Not bothering himself with a preliminary calculation, operates under the motto "change for
the sake of change." [13, 89p]
In our opinion, for the successful implementation of the innovation process, a management style is
appropriate, which does not suppress the creative initiative of teachers by the command directives, but, on
the contrary, stimulating
employees to independent work, "pushing" them to self-determination of future tasks. As a result, a
new system of managerial thinking and activity is being developed-a system of cooperation and
coordination.
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11. Klimenko T.K. Innovative education as a factor in the formation of the future teacher. Author's
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УДК 376-056.71
МРНТИ:15.01.07
Кудушева Н.А
1
. Булабаева С.Т
2
1
Абай атындағы ҚазҰПУ, Педагогика және психология институты «Жалпы және
қолданбалы психология» кафедрасының аға оқытушысы
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