Volume 03 Issue 11-2023
183
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
11
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SJIF
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(2021:
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the consideration of the important issue of the use of modern innovative technologies in
education and open innovation.
KEYWORDS
Personality formation, methods, innovative technologies, open innovation, management system, education system,
information, specialists.
INTRODUCTION
The conceptual foundations of all active learning were
formulated
by
the
remarkable
philosopher,
psychologist and educator John Dewey (1859-1952).
His wonderful thoughts, unique and so necessary for
many, were, by the way, unexpected.
The purpose of education, according to Dewey, is the
formation of a personality who can “adapt to various
situations” in conditions of free enterprise (!). D.
Dewey and his followers believed that it was possible
to positively influence the life of every person by caring
from childhood about the health, recreation and, mind
you, the career of a future family man and member of
society. All of them proposed making the child a
subject of intense influence of various factors of
upbringing - economic, scientific, cultural, ethical, etc.
D. Dewey believed that we know only when we can,
Research Article
DEVELOPMENT OF INNOVATIVE TECHNOLOGIES IN EDUCATION AND
FURTHER EXPANSION OF PARTNERSHIPS
Submission Date:
November 20, 2023,
Accepted Date:
November 25, 2023,
Published Date:
November 30, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue11-19
Risbay Khaydarovich Dzhurayev
Academician, Doctor Of Pedagogical Sciences, Head Of The Department "Management Education", Uzbek
Research Institute Of Pedagogical Sciences Named After T.N. Kari Niyazi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
through our activities, actually make changes in things,
which will then confirm or refute our knowledge.
Without this knowledge remains only guesswork. As
we can see, Dewey advocated the practical orientation
of education, proposing to solve pedagogical problems
through the spontaneous development of the child.
Education in this context is a process of accumulation
and reconstruction of experience with the aim of
deepening its social content. The great idea of creating
“instrumental” pedagogy, built on the child’s
spontaneous interests and personal experience.
According to this concept, learning should be reduced
primarily to play and work activities, where every
action of the student becomes an instrument of his
knowledge,
his
own
discovery,
a
way
of
comprehending the truth.
This path of knowledge seemed more consistent with
the nature of the child than the usual communication
of a system of knowledge to him. The final result of
training, according to D. Dewey, should have been the
development of thinking skills, which meant the ability,
first of all, to self-learn. And the goals of training were
the ability to solve life problems, mastery of creative
skills, enrichment of experience, which meant
knowledge as such and knowledge about methods of
action, cultivating a taste for self-learning and self-
improvement.
According to D. Dewey, the school (we will say today
“educational institution”) must simply instantly
respond to changes in society and itself become a kind
of society in miniature, must provide children with the
greatest opportunities for developing a social sense of
cooperation and skills of mutual assistance. The school,
an educational and learning environment, must
perform precisely these tasks: simplify the complex
phenomena of life, providing them to children in an
accessible form; select for study the most common and
important points from the experience of mankind;
promote the equalization of social differences by
creating unity of thought and coherence of action. The
content of education becomes the acquired
experience, which is enriched in the learning
environment. And the way to gain such experience is
to solve various business problems: make a model, find
an answer to a question, etc., and the acquisition, in
turn, of the knowledge necessary for this is associated
with the interests of the child, which ensure his
attention and all subseq
uent activities. D. Dewey, “by
the way, admitted that not everything vitally important
can be of interest to children, and, in connection with
this, they need to develop willpower, cultivate
character (the contradiction between interest and
effort is eliminated, according to D. Dewey, teacher's
knowledge of children's age characteristics).
Education, according to D. Dewey, should begin with
students’ activities that have social content and
application, and only later should they be led to a
“theoretical und
erstanding of the material, to
Volume 03 Issue 11-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
03
ISSUE
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SJIF
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FACTOR
(2021:
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6.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge of the nature of things and methods of
their manufacture. The content of learning is thus
assimilated as a by-product of the study of a
problematic learning environment, organized as a
logical sequence of pedagogical (read problematic!)
situations. The only criterion for the pedagogical value
of a subject was its contribution to the “formation of a
system of internal personal orientation” of the child.
Dewey believed that the traditional education system,
based on the acquisition and assimilation of
knowledge, must be opposed to learning “by doing”,
so that new knowledge is learned by a person from
practical activities and personal experience. In the 50-
60s of the 20th century, such ideas actively developed.
As a result, two interesting concepts took shape: the
“learning pyramid” and “Edgar Dale’s cone of
experience.”
The “Cone of Experience” by American educator Edgar
Dale illustrates what educational results can be
achieved using various means or “media” of learning
content.
As we can see, the data demonstrate a relationship
between teaching methods and the degree of mastery
of the material. Somehow it immediately becomes
obvious that a classic lecture (a monologue by a
teacher that is not accompanied by slides and other
illustrations) is the least effective teaching method: it
ensures mastery of an average of about 5% of the
content. At the same time, “active learning” (involving
participants in the educational process in various types
of active activities allows one to achieve significantly
better results. Active learning, problem-based
learning, problem-based modular learning - all this has
already been done in general and higher education.
However, we will , if possible, accurate and objective:
at various stages of development of educational
systems and paradigms, several well-defined key
methodological
(technological)
approaches
to
teaching were used:
•
practice;
•
broadcasting of material;
•
analysis and analysis of situations;
•
a game;
•
imitation;
•
project.
Practice is the oldest way of learning. The idea is simple
and clear: a person masters professional skills and tools
by getting involved in real activities. This approach was
used both in teaching hunting or farming in ancient
times, and in craft workshops in the Middle Ages. In the
modern education system, practice is also widely used
in organizing internships and internships: industrial,
educational, pedagogical, pre-graduate internships.
Transmission of material - let's say very utilitarianly -
the transfer of knowledge about an object or method
of activity from one Person to another. This approach
Volume 03 Issue 11-2023
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
has been used since ancient times, when a
knowledgeable and experienced teacher taught young
and inexperienced students about how the world
works. In the 17th century, the great Teacher Jan Amos
Comenius improved this pedagogical technology,
creating on its basis an equally great and immortal
class-lesson system, in which students would teach less
and students would learn more. In the modern
education system, material is transmitted in different
ways: through lectures of various types, reading books,
distance learning, visiting, master classes, etc.
One of the most effective teaching methods is the
project method, whose history is perhaps best known.
The essence of the project approach is that the student
is somehow integrated into a system of collective work
aimed at solving a real practical problem. By designing
the development of the situation and analyzing data,
he gets the opportunity to master the methods of
performing the relevant work. The group form of
functioning of an educational project forces
participants to organize joint activities and establish
communications, that is, learn to act in a team.
So, let us clarify: the main purpose of the project
method is to provide students with the opportunity to
independently acquire knowledge in the process of
solving practical problems or problems that require the
integration of knowledge from various subject areas. If
we talk about the project method as a pedagogical
technology, then this technology involves a set of
research, search, problem-based methods that are
creative in nature. Within the project, the teacher is
assigned the role of developer, coordinator, expert,
and consultant. Thus, the project method is based on
the development of students’ cognitive skills, the
ability to independently construct their knowledge,
navigate the information space, and develop critical
and creative thinking.
Developed back in the first half of the 20th century on
the basis of
D. Dewey’s pragmatic pedagogy, the
project method becomes especially relevant in the
modern information society. In the light of the new
standards and the loud-sounding concept of
competence, it can be noted that the main goal of any
project is the formation of various key competencies,
which in modern pedagogy are understood as complex
personality traits, including interrelated knowledge,
skills, values, as well as the readiness to mobilize them
in the necessary situation.
In the process of project activities the following are
formed:
•
reflective skills;
•
search (research) skills;
•
skills and abilities to work in collaboration;
•
managerial
(administrative),
organizational
(organizational) skills and abilities;
•
communication skills;
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Servi
•
presentation skills. So, the names were spoken,
given
some definitions, but what exactly is “innovative
educational technology”? Perhaps this is a complex of
three interconnected, interdependent, mutually
determining components:
Modern content, which is transmitted to students
and involves not so much mastering subject
knowledge, but rather the development of
competencies that are adequate to modern life
practice and professional activity. And this content
should be well structured and presented in the form of
various educational materials, including multimedia,
which are transmitted using modern means of
communication.
Modern teaching methods (including, of course,
interactive) - methods of developing competencies
based on the interaction of students and their
involvement in the educational process, and not only
on passive or reproductive perception of the material.
Modern infrastructure (technical means) of training,
which
includes
information,
technological,
organizational and communication components that
make it possible to effectively use the advantages of,
say, distance learning.
Today, “innovative educational
technologies” often
mean not the use of new, cutting-edge teaching
methods, but a more active, if not aggressive, directive
use of information and communication technologies -
the Internet, multimedia, webinars, teleconferences.
Such a narrow understanding of innovation does not
make it possible to improve the quality of education.
There is another trick here - the attitude towards
innovation, innovation, change in general: acceptance,
indifference, non-acceptance - the scale is large,
sometimes
in
one
person/teacher
various
manifestations in relation to innovation coexist at the
same time.
In psychology there are also classifications of subjects
of innovation:
•
innovators, always open to new things, keen on
innovations, with a certain amount of adventurism;
•
early implementers, more integrated with others,
but influencing them, leaders;
•
preliminary majority, which requires more time to
make decisions;
•
late majority, treating the new with a great deal of
skepticism;
•
hesitant, guided by traditional values, accepting
new things with difficulty, inhibiting this process.
The teacher gets used to living in accordance with
externally given norms and rules, although recent
years have shown an endless stream of orders and
circulars about changes, innovations, alterations and
changes. Standardization of behavior and the inner
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Publisher:
Oscar Publishing Services
Servi
world of a teacher, adjustment of methods to testing
and control and measurement materials are
accompanied by the fact that in our activities,
instructional instructions occupy an increasingly
important place. The teacher easily fits into the
teaching community, but at the same time his creative
level decreases.
Pedagogical innovation, surprisingly, is in its infancy
today, and not only in our country. The growing need
for it is obvious - both for science itself and for
educational practice. Let all of us, those who look at
the future of education with optimism, make a feasible
contribution to the construction of the scientific
foundation of modern, updated education.
Most often, “innovation” is understood as any
innovation, the introduction of modern technologies.
Fewer than others are those who believe that this is
the use of advances in science and technology,
investments in promising sectors of the economy,
social changes and specific innovations. Many find it
difficult to assess (it is clear that the higher the level of
education of respondents, the less difficulty they have
in defining the concept of “innovation.”
Today, the word “innovation” means the result of
creative activity aimed at the development, creation
and distribution of new types of products,
technologies,
and
the
introduction
of
new
organizational forms. According to the Frascati
Manual, innovation is understood as the final result of
innovative activity, embodied in the form of a new or
improved product introduced into the market, a new
or improved technological process used in practical
activities or in a new approach to social services.
American scientist Peter Drucker (1909-2005) defined
innovation as “the means by which
an entrepreneur
either creates new resources that bring him wealth or
provides existing resources with improved potential
for profit.”
Note: scientists, theorists and practitioners emphasize
the importance of bringing innovation to the market.
In the 21st century, the competitiveness of many
organizations really depends on the degree of
innovation.
There are two large groups of innovations: closed and
open:
closed innovation - an approach to innovation that
uses only internal sources of the organization, namely
its own research and development, discoveries,
inventions, patents. This approach implies that the
company has a certain special department that is
aimed exclusively at developing innovations: the
largest ones can finance the most complex research,
and as a result receive the most modern technologies;
open innovation is an approach to innovation that
allows you to use not only internal sources, but also
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Publisher:
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Servi
external ones. The idea is that not all smart people
work for the same company. Open innovation theory
defines the research and development process as an
open system. In such an environment, there are many
ideas, not only within the company, but also outside it.
These ideas are available for use, and specialists can
simply be hired by other organizations - many people
have interesting and unusual, and sometimes
incredibly revolutionary, breakthrough ideas.
Today the state, including “such a component as
education, is interested in applying the open
technology paradigm in its activities. Promoting the
development, production and even export of
educational technologies by providing support to
educational
organizations
-
developers
and
manufacturers (we would add - in accordance with
agreements concluded between them or otherwise),
influencing decisions made, and also, of course, by
attracting investments. Based on the given goal, the
following tasks will be formed:
—
creation of innovative/integrated infrastructures,
including the creation in universities of business
incubators, consulting, training, coaching centers, etc.,
as well as systems for managing rights to innovative
technologies and involving them in economic
circulation;
—
expansion of cooperation with leading universities,
scientific organizations, innovative companies using
existing innovation testing facilities;
—
integration into international projects;
—
formation and implementation of technological
platforms.
One of the most famous aphorisms of the English
philosopher and statesman Francis Bacon: “He who
does not apply new means must expec
t new troubles.”
The topic of innovation is becoming more popular from
year to year. This is the challenge of the 21st century.
But this is a challenge to the management system
itself, in our case, to the education management
system, and this is what is of particular importance
today, influencing the strategy, goals and methods of
activity.
The term “open innovation” was given a new meaning
(in fact, it was introduced into scientific circulation) by
Henry Chesbrough in the book “Open Innovation. A
new way to create and use technology" (2003). Open
innovation is meant here as the use of targeted
knowledge flows to accelerate internal innovation
processes, as well as to expand markets for more
efficient use of innovations. We do not forget that our
main goal is to teach, to provide education, therefore
new ideas, the theory of open innovation in this aspect
are accepted and defined as a process of research and
development, attracting new ideas and coming out
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Publisher:
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Servi
with them, with a new product, not only thanks to our
own internal developments, but also in collaboration
with other educational organizations. Hence the
opportunity/attempt to determine on what principles
open innovation in education is based:
• transition from using exclusively internal proprietary
developments to using external knowledge;
• there are many ideas in the world that can be useful;
• You don't have to be a pioneer to benefit from
discoveries.
Currently, education is clearly entering a new stage of
innovation activity, when the sources of innovative
potential are located outside the university and the
country. The center of innovation formation is shifting
from central research institutes and laboratories to
cooperation and joint development. It may be worth
adopting new strategies:
•
organizing the research and development process
by combining it into a common fund;
•
development of individual components of an
innovative
product/innovative
educational
technology by individual universities;
•
free
distribution
of
broadly
applicable
developments that can be used to create various
innovative techniques and technologies;
•
reducing the level of decision-making bureaucracy
in the field of innovation.
A competent search for fresh ideas can save a lot of
human resources and time, because one of the
“neighbors” may already have a ready
-made solution
at hand. This means that it is quite reasonable to
supplement
research
and
internal
university
innovations with external ones!
In the modern global educational space, leading
positions are occupied by countries that understand
vocational education as a branch of the economy, and
universities as participants in international competition
in the industry. The adopted course for the integration
of higher education into the Bologna process requires
an interpretation of its place in international
competition, and, above all, according to the criterion
of the adequacy of this task to the quality management
models of higher education institutions.
Already in the last years of the 20th century. Several
simultaneously operating factors began to clearly and
thoroughly undermine the basic provisions of closed
innovations. One of these factors is the ever-increasing
mobility of professionally trained people. And the
erosion factor is the growing number of people
educated in higher education and even after its
completion.
The implementation of new approaches to the
development of higher education is in line with the
transformation of traditional universities into
innovative universities. The strategy for their
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development is based on the implementation of the
concept of the university as an educational, scientific
and innovative complex. In this case, a new generation
of specialists is being trained for the intellectual labor
market, and universities, academies, and institutes
themselves become full-fledged subjects of the market
economy as developers and suppliers of intellectual
property, products and services with new quality,
demanded by consumers. However, development is
currently held back by the burden of limiting factors:
Currently, everything is underway and the process of
accumulating experience and information on
innovative universities is underway with constant
reference to foreign analogues. The next step should
be the stage of scientific and theoretical processing of
such information in order to formulate substantiated
theoretical proposals to the legislator about innovative
organizations in the university education system, and
the formation of their legislative model will certainly
need to be considered as one of the facets of the
evolution of the traditional education system;
a new type of university presupposes the mandatory
integration of scientific, educational and innovative
activities, but the concept of “innovation activity” is
not yet clear, although the problems of forming an
innovation policy are quite widely covered in the
scientific literature - the theoretical, and, let us mention
again, the legal framework, is not sufficiently
developed processes of formation and management of
innovation strategy in the conditions of emerging
market relations. This is expressed in a certain
subjectivism, including an unjustified diversity of
approaches to defining the concept of innovation.
Based on the fact that innovative educational activities
are inextricably linked with the functioning of a higher
educational institution, the indicator for the
information and analytical support system will be
information about innovations, goals and objectives,
the content of education, forms and methods, means
and technologies of education, quality management of
education , about diagnostic systems, control,
evaluation of results. The Bank of Educational
Innovations, the results of monitoring studies of the
quality of education, forecasting and making
recommendations, identifying possible innovations for
implementation - this is the essence of the above-
mentioned internal circuit.
It is possible to identify the reasons that determine the
urgent need to choose a path to follow and create
open innovation in the field of education:
with the advent of information and communication
technologies, monopolies on knowledge basically
simply disappear, dissolve - in almost every field there
is an excess of knowledge due to the widespread
distribution of publicly available scientific databases,
online journals and individual articles, combined with
Internet access and high transfer speeds information;
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under the new paradigm of education, universities
inevitably face changes and win when they boldly use
not only internal, but also external ideas, without
wasting effort on duplicating research. Today,
powerful ways have been created to go beyond the
traditional boundaries of the university and use the
best practices in the field of quality management;
distributed knowledge turns out to be greater than
the knowledge available at one university. And the
combination of knowledge available from other
universities and all stakeholders - a new approach to
innovation;
many professionals capable of creating innovations
work in different countries and are not members of any
single organization, but work in numerous universities,
institutes, and academies. It is necessary to interact
with specialists not only within your organization and
country, but also to obtain scientific data from outside;
sometimes innovations find value outside the
university, and sometimes their value only appears
after being combined with other ideas;
conservation of ideas becomes unacceptable. Ideas
that are not ready to be used by the university itself
may be lost to this university, since the rotation of
researchers is currently increasing.
Thus, we can highlight the directions for implementing
the concept of open innovation in the field of
education:
• organizing networking between universities and all
interested parties, exchange of ideas and knowledge;
• close monitoring of external innovations and
external benchmarking. Attracting employees capable
of working with external innovations and managing
knowledge;
• integrating internal and external ideas and
knowledge and obtaining more complex combinations
of knowledge and missing elements;
• commercialization of innovations by bringing their
ideas to the outside world and accessing external
organizations (the opportunity to profit from the use
of their ideas by others while simultaneously
purchasing
intellectual
property
from
other
universities, when it corresponds to their own model
of innovative development and is effective). The
modernization of higher professional education is
taking place against the backdrop of structural
restructuring and changes in the structure of the
national economy. Based on global experience in
overcoming crisis phenomena, the Republic is
following an innovative path of development as the
only correct one (to overcome the danger of lagging
behind global trends in economic development).
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In the context of the country's transition to an
innovative path of development, the most important
factor of decisive importance is the formation of such
a system for managing the quality of educational
activities, which would involve the use of the most
modern
approaches
that
provide
sufficient
competitive advantages in the international labor
market. This approach could be the introduction of the
principle of open innovation into the quality
management system, and innovative activity in the
field of education, based on openness, should be
present as a mandatory and core element, as a
necessary condition for forward movement and
sustainable development.
We already understand that open innovation also
concerns the four pillars of the economy (based on
knowledge defined by the World Bank): education and
training in science and technology, information and
communication infrastructure, economic incentives
and policies, and innovative research and development
systems. In addition, they work to meet the need in
both engineering and humanities specialties in the field
of new and emerging technologies, the demand for
which exists and will continue to exist throughout the
world. And within the framework of ongoing
innovative programs related to industry research and
offered to faculties and students, participants will be
able to gain real professional experience, turning
theoretical discoveries into real products and services,
and at the same time understand how training courses
will change in the future in accordance with new tasks,
and what skills will be required for future practice.
Considering the engineering, social, and economic
challenges that today's world faces, the need to use
the achievements of science and technology for the
purpose of its global transformation is not only
noticeable - it becomes urgent. Therefore, engineers,
scientists, and teachers can still try to find areas in
which new discoveries can be made, and universities
may need to create jobs (departments, departments?)
related to the development of advanced technologies
for the country and private capital
—
support
investment in intelligence to help us all succeed. The
best way to effectively leverage opportunities to meet
these and other diverse needs is to invest in
partnerships that enable the next generation of edtech
discoveries.
Literature:
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