Volume 02 Issue 06-2022
139
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
06
Pages:
139-145
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the consideration of theoretical aspects of studying the psychological readiness of teachers
for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are
analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative
activity, which will make it possible to determine and develop psychological and pedagogical technologies for its
formation among teachers. The results of scientific research on the topical problem of the development of innovative
readiness in the conditions of the socio-psychological climate of teaching staff of higher educational institutions are
touched upon.
In a situation of high uncertainty in the system of higher professional education, the problem of the psychological
readiness of a teacher in the context of optimizing the socio-psychological climate of teaching staff of universities is
of particular importance and relevance, since it is the main and necessary factor in the development of the innovative
potential of modern educational institutions.
KEYWORDS
Teaching staff, innovative readiness, socio-psychological climate, higher educational institution, pedagogical
communication, flexible, psychological readiness; the structure of psychological readiness for innovative activity;
innovative activity.
Research Article
THE SIGNIFICANCE OF TEACHERS’ PSYCHOLOGICAL READINESS FOR
INNOVATIVE CLASSROOM ACTIVITIES AND ITS SOCIO PSYCHOLOGICAL
BACKGROUND
Submission Date:
June 10, 2022,
Accepted Date:
June 20, 2022,
Published Date:
June 30, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue06-21
Kurbanov Ikhtiyor Hikmatovich
Bukhara State Medical Institute named after Abu Ali Ibn Sino, department of “Pedagogy. Psychology and
Languages”, 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 02 Issue 06-2022
140
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
06
Pages:
139-145
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
The global changes taking place in various spheres of
modern
society
contribute
to
innovative
transformations in the system of Uzbek education. In
this regard, there is a need to implement new
approaches to the organization and planning of
educational activities in higher educational institutions,
which radically changes the significant goal - improving
the quality of education, the development of science
and technology, which is possible with a high activity
of participants in innovative pedagogical activities. In
the context of these considerations, the university
teacher's readiness for innovative activity is actualized,
which implies flexibility of thinking, breadth of
erudition, activity and desire for self-development, self-
improvement, and creative search.
Unfortunately, the results of pedagogical practice and
our own observations indicate the presence of such
psychological barriers in the innovative activities of
teachers as the "barrier of creativity", "pedagogical
conservatism", "personal anxiety", "rigidity of
thinking". All this confirms the relevance of the
problem of the teacher's psychological readiness for
innovation - a complex mental state that includes an
understanding of the goals of innovation, high
motivation, assessment and confidence in the
effectiveness of this activity [1, p. four].
A. V. Khutorskoy, K. Angelovsky, A. M. Novikov, V. I.
Zagvyazinsky, V. A. Kan-Kalik, M. V. Klarin, O. G.
Khomeriki and others studied the problem of
developing the innovative readiness of teachers. .
The theoretical analysis of scientific research by I. V.
Mironova allows us to consider the innovative
potential of a teacher as a systemic characteristic of his
abilities in the process of developing, implementing
and disseminating innovations [6, p. 25].
According to A. M. Novikov, the high efficiency of
innovations depends, first of all, on the psychological
personal attitude of teachers, the features of the
proposed innovation, the innovative potential of the
educational institution, the competence and position
of the leader, the initiators of innovative work. The
relationship of the above components suggests the
possibility of implementing an innovation [7, p. 52].
In the studies of M. P. Prokhorova and A. A.
Semchenko, innovative activity is considered as a
factor in the quality training of teachers [8, p. 26]. In
the studies of O. B. Dautova, A. V. Torkhova, the most
important professionally important qualities of a
teacher of a higher educational institution are passion
for the profession, a broad outlook, erudition, justice,.
intelligence, sense of humor, attentiveness to people
[9, p. 198]. The same position is taken in her research
by N. Yu. Bardina, who singles out such obstacles in the
innovative activity of a teacher as pedagogical
conservatism, lack of methodological developments
[3, p. 51]. In the studies of I. V. Tolstoukhov and T. A.
Fugelov, communication is presented as an indicator of
the psychological climate of the teaching staff. In their
opinion, the teacher's personality is an important core
in his professional activity [10, p. 2483].
An analysis of scientific research by G. A. Vinogradova
shows that the well-being of an individual in a team is
greatly influenced by the attitude of the individual to
the team, his satisfaction with his own activities and
interpersonal relationships in the team. Consciousness,
perception, feeling as a person, assessment of each
member of the team is developed depending on the
climate of this team. At the same time, the well-being
of a person contributes to the opportunity to realize
one's spiritual and intellectual potential. We are talking
about the mental state of the individual, which is
Volume 02 Issue 06-2022
141
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
06
Pages:
139-145
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
determined by the atmosphere of the team, so well-
being is an indicator of the socio-psychological climate.
MAIN PART
It is important to understand that the socio-
psychological climate creates the conditions for the
successful
implementation
of
innovative
transformations in the higher education system. The
main features of a favorable socio-psychological
climate are openness of communication, the ability to
think freely, the desire for professional and intellectual
growth, the ability to contribute to the development of
an organization, optimism, trust, mutual support,
interpersonal sympathy, warmth and attention in
relationships, confidence, cheerfulness, creativity, etc.
etc. [4, p. 5].
As a result of the analysis of scientific literature,
common and different views of scientists on the
phenomena of the teacher's psychological readiness
for innovative activity and the socio-psychological
climate were revealed. Thus, in the views of the
scientists presented above, the recognition of the fact
that readiness for innovative activity is characterized as
a state and a stable characteristic of a person is
common. With the existing differences in the views of
F. Genov, E. P. Ilyin, N. D. Levitov, L. S. Nersesyan, A. Ts.
physically) the general idea is that the psychological
readiness for innovative activity is the area of the
personal "I". In the views of E. S. Kuzmin, B. R. Lomov,
R. Kh. Shakurov, B. D. Parygin and others, the socio-
psychological climate is considered as a system of
interpersonal relations. The difference is seen mainly in
the structural, functional composition of the socio-
psychological climate, its essential understanding. So,
B. A. Berezin, I. P. Volkov, A. M. Golyshev, V. I. Zatsepin,
I. E. Kiselev and others identify the socio-psychological
climate,
psychological
climate,
moral
and
psychological climate, investing in them identical
meaning. Whereas V. V. Boyko, G. A. Vinogradova, O. I.
Zotova, A. G. Kovalev, A. N. Lutoshkin and others share
the concepts of “social-psychological climate”,
“psychological climate” and others [4 , With. 16].
The theoretical analysis of the available research on the
problem of psychological readiness for innovation and
the socio-psychological climate of teaching staff made
it possible to determine our own point of view on
understanding such phenomena as “psychological
readiness for innovation” (an internal mental state that
includes
motivational,
cognitive,
personal
(
instrumental),
organizational
components
of
readiness
for
innovations)
and
the
“socio-
psychological climate of teaching staff” (an integral
and dynamic characteristic of the socio-psychological
aspects of the life of the teaching staff).
In psychological and pedagogical research, it is noted
that the personal and professional characteristics of a
teacher as a subject of innovative pedagogical activity
largely determine the structure and content of his
readiness for innovative activity, which is determined
by the teacher's motivational value attitude to
professional activity, possession of effective ways and
means to achieve pedagogical goals. ability to be
creative and reflective. In this case, readiness acts as
the basis for an active social and professional-
pedagogical position, encouraging innovation. In the
works of V. A. Slastenin, the teacher’s readiness for
innovative professional activity is understood as the
integrative quality of the personality, which,
representing the unity of personal and operational
components, ensures the effectiveness of this activity;
motivational,
creative,
technological,
reflexive
components are distinguished in the structure of
readiness [13]. In his research, I. V. Gavrish defines the
teacher's readiness for innovative professional activity
as an integrative quality of his personality, which
Volume 02 Issue 06-2022
142
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
06
Pages:
139-145
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
manifests itself in the dialectical unity of all structural
components,
properties,
connections
and
relationships. This is most fully consistent with her
understanding as a complex personal education, which
is a condition and regulator of successful innovative
professional activity of a teacher. The readiness
structure turns out to be identical to the structure of
the functional psychological system of innovative
pedagogical activity and includes the following
components: motives, goals, information basis and
activity program, as well as a decision-making block
and a subsystem of professionally important
personality traits [11]. In her study of psychological
readiness for innovative activity as a characteristic of
the educational environment, O. M. Krasnoryadtseva
notes that “psychological readiness for innovative
activity reflects the dynamic characteristics of the
multidimensional human life world (initiative as a
person’s readiness to act in conditions of
unpredictable results of activity, rely on one’s own
strength ( self-confidence) and be responsible for the
results; openness to change; willingness to change;
ease of restructuring)" [4, p. 152].
A. L. Zhuravlev offers three components for measuring
attitudes towards innovations: readiness (motivation),
readiness (skills and abilities) and real activity. At the
same time, there are studies showing that a high level
of psychological readiness (social attitude) for
innovations is not consistent with real behavior and
activities in which this attitude is not implemented.
Based on the analysis of psychological and pedagogical
literature, we define psychological readiness for
innovative activity as a complex holistic process of an
individual, characterized by the teacher's confidence in
his abilities, the ability to mobilize his personal and
professional resources in a situation of innovative
activity, emotional uplift, and activity in achieving the
goals and objectives.
In the presented pedagogical studies of the structure
of readiness for innovative activity, its technological
and personal aspects are systematically combined,
which ensures the necessary integrity of the image of
an innovative teacher. The level of development of
personal structures directly or indirectly determines
the quality of the operational components of
innovation activity, since it is the attitude of the
teacher to innovations, awareness of their significance
that determines the success of the implementation of
innovations in the practice of general educational
institutions.
V.I. Dolgova considers activity, orientation, individual
psychological characteristics, individual style of
activity, attitude, self-concept, value orientations and
attitudes, ability to creative activity, innovative
important
personality
traits,
professionalism,
readiness to be the factors of manifestation of
readiness for innovative activity. to risk [12].
Considering the structure of a teacher's readiness for
innovative activity, we relied on the approach of V. A.
Slastenin and L. S. Podymova, according to which a
teacher's innovative activity has four components:
motivational, creative, technological, and reflexive
[13]. Having analyzed the existing approaches to the
study of psychological readiness for innovation and its
components, taking into account the possibilities of
psychological support for its development, we
consider it appropriate to single out the following
components of psychological readiness for innovation:
1)
Motivational component - the attitude to
pedagogical innovations, as well as the
motivational readiness of the teacher to improve
their own professional activities;
Volume 02 Issue 06-2022
143
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
06
Pages:
139-145
SJIF
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MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
2)
Cognitive component - the teacher's knowledge
and ideas about innovative technologies and their
own innovative potential;
3)
Volitional component - the ability to arbitrarily
control one's actions, feelings, behavior in the
conditions of innovative activity;
4)
Reflexive-evaluative component - self-control and
reflexivity, necessary for the teacher to
comprehend the experience of his own innovative
activity;
5)
Personal - personality traits that contribute to the
inclusion of a teacher in innovative activities
(tolerance to uncertainty, intellectual lability,
stress resistance, mobility, creativity).
CONCLUSION
In conclusion, I would like to say that psychological
activity for the purposeful formation of the identified
components of psychological readiness for innovation
activity will reduce the resistance of teachers to
innovation, ensure the activation of innovation activity
in an educational institution, and will also contribute to
the creation of their own innovative projects by
teachers and the enrichment of innovative activity in
an educational institution.
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Pages:
139-145
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