Готовність педагогів до інноваційної діяльності як управлінська проблема
Ескіз недоступний
Дата
2025
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Відповідно до поставленої мети у статті розкрито зміст готовності педагога до інноваційної діяльності, визначено ефективні засоби та сприятливі умови її формування. Методами аналізу, порівняння, систематизації, синтезу, узагальнення опрацьовано джерельну базу з означеної проблеми, що дало змогу визначити структурні компоненти готовності педагога до інноваційної діяльності (особистісний, мотиваційний, інформаційний, діяльнісний); з’ясувати шляхи та засоби управлінського впливу на її формування (підвищення кваліфікації педагогів з інноватики, удосконалення інформаційно-комунікаційної діяльності, розроблення системи нагородження та визнання, управління інноваціями та змінами). Встановлено, що важливим є цілеспрямоване управління процесом формування готовності педагогів до інновацій, що передбачає заохочення педагогів до співуправління, залучення до процесу розробляння інноваційних ідей та цільових проєктів їх реалізації, допомога педагогам у адаптації до змін.
In accordance with the goal, the article reveals the content of teacher's readiness for innovative activity, identifies effective means and favorable conditions for its formation. The methods of analysis, comparison, systematization, synthesis, generalization were used to process the source base on the problem, which made it possible to determine the structural components of teacher's readiness for innovation (personal, motivational, informational, activity); to find out the ways and means of managerial influence on its formation (advanced training of teachers in innovation, improvement of information and communication activities, development of a system of reward and recognition, management of innovations and changes, creation of a system of stimulating innovation, management of innovations and changes). The main conditions that contribute to the development of innovative activities, the formation of the readiness of the teaching staff to implement innovations are identified: support from the administration, innovation management: the management of the institution should clearly define the direction of innovation development, formulate the goal and objectives; the administration should provide all kinds of support (material, organizational, moral) for teachers who want to introduce new methods and technologies; involvement of students in innovations, creation of conditions for the development of creativity, critical thinking and initiative among students through project activities, research work; encourage parental participation in educational projects that promote innovation; cooperation with other educational and scientific institutions; formation of an atmosphere of openness and support for innovative changes in the team; provision of resources providing teachers and students with the opportunity to use scientific articles, libraries, and educational platforms for research; organizing laboratories for experiments and research, especially in STEM education; searching for financial sources, such as grants, innovation support programs, and investors willing to support educational initiatives; and including innovation costs in the school budget. It has been established that it is important to purposefully manage the process of forming teachers' readiness for innovation, which involves encouraging teachers to co-manage, involving them in the process of developing innovative ideas and targeted projects for their implementation, and helping teachers to adapt to change.
In accordance with the goal, the article reveals the content of teacher's readiness for innovative activity, identifies effective means and favorable conditions for its formation. The methods of analysis, comparison, systematization, synthesis, generalization were used to process the source base on the problem, which made it possible to determine the structural components of teacher's readiness for innovation (personal, motivational, informational, activity); to find out the ways and means of managerial influence on its formation (advanced training of teachers in innovation, improvement of information and communication activities, development of a system of reward and recognition, management of innovations and changes, creation of a system of stimulating innovation, management of innovations and changes). The main conditions that contribute to the development of innovative activities, the formation of the readiness of the teaching staff to implement innovations are identified: support from the administration, innovation management: the management of the institution should clearly define the direction of innovation development, formulate the goal and objectives; the administration should provide all kinds of support (material, organizational, moral) for teachers who want to introduce new methods and technologies; involvement of students in innovations, creation of conditions for the development of creativity, critical thinking and initiative among students through project activities, research work; encourage parental participation in educational projects that promote innovation; cooperation with other educational and scientific institutions; formation of an atmosphere of openness and support for innovative changes in the team; provision of resources providing teachers and students with the opportunity to use scientific articles, libraries, and educational platforms for research; organizing laboratories for experiments and research, especially in STEM education; searching for financial sources, such as grants, innovation support programs, and investors willing to support educational initiatives; and including innovation costs in the school budget. It has been established that it is important to purposefully manage the process of forming teachers' readiness for innovation, which involves encouraging teachers to co-manage, involving them in the process of developing innovative ideas and targeted projects for their implementation, and helping teachers to adapt to change.
Опис
Ключові слова
заклад освіти, керівник, управління, педагог, готовність до інноваційної діяльності, educational institution, manager, management, teacher, readiness for innovation
Бібліографічний опис
Мармаза О. Готовність педагогів до інноваційної діяльності як управлінська проблема [Текст] / О. Мармаза // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 2 (142). – С. 180–182. – DOI: 10.24139/2312-5993/2025.02/180-192