ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
176
MANAGEMENT OF SCIENTIFIC AND INNOVATIVE ACTIVITIES IN
HIGHER EDUCATIONAL INSTITUTIONS OF PEDAGOGY.
Khuzhaniyozov Bekzod Sunnatovich
Master's student of Oriental University
https://doi.org/10.5281/zenodo.15826860
The today’s world is characterized by rapid development of machinery and
technologies, as well as a sharp increase in the volume of information and the
speed of its transferring and processing. Under these circumstances, the system
of professional education faces complex tasks, which require new fundamental
approaches to tackle them. Professional activity of modern university teachers
carried out in the information and educational environment calls for flexible
productive thinking, creativity, highly developed innovative competence to work
out and implement effective educational technologies that, in turn, contribute to
the formation of innovative competencies in students. The problem of
developing readiness for innovation activity is of particular importance for the
education of vocational training teachers, which provides the training of
teachers for professional education system aimed at training highly qualified
personnel for the innovative economy focused on the technologies of tomorrow.
In this regard, the issues of improving the innovative pedagogical activity of
university teachers [1] and, in particular, its facilitation are becoming even more
urgent. The task of forming the readiness of university teachers for innovative
pedagogical activity is multifaceted. It is assigned primarily to the teachers
themselves, who are expected to constantly improve their professional skills. A
modern teacher runs the risk of becoming redundant in the new information
society environment unless s/he carries out continuous professional and
personal self-development. However, not all teachers have sufficient skills of
self-organization, collective problem-solving activity, reflexive techniques, and
therefore need facilitation. The task of an educational institution is to provide
the required scientific, methodological, informational, psychological and other
support to teachers and make favorable conditions for their professional self-
implementation. On the one hand, it is necessary to improve the contentand-
methodological aspects of education for the innovative activity of future
vocational training teachers in Bachelor's, Master's, and Post-graduate courses
offered by vocational training teacher-training universities and faculties, since it
is important to lay the foundation for their innovative competence at the stage of
training. Moreover, this process can and should be extended to a stage of
vocational guidance, when entrants only start choosing their future profession
of a vocational training teacher. On the other hand, it is necessary to develop a
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
177
system of supplementary vocational education (advanced training, professional
retraining), establishing a network of counseling and methodological support for
professional activities of teachers.
The development of innovative competence of teachers is of strait-through
and implicit nature, encompassing many academic subject courses and various
types of educational activities, each of which contributes to the development of
readiness for innovations. Nevertheless, a special component – the apical one –
can be singled out in the content of vocational teacher training. This component
is directly related to the theory and practice of innovative pedagogical activity
and represented by a course of “Pedagogical Innovations”. In International The
course of “Pedagogical Innovations” reveals the core and regular interrelations
of innovative processes in education, studies the processes of creating
pedagogical innovations (pedagogical neology), their evaluation and mastery by
the pedagogical community (pedagogical axiology), and also practical
applications (pedagogical praxeology). “Pedagogical Innovations” helps to
answer the three main questions a teachers face in connection with the
implementation of innovative pedagogical activity: “What?”, “Why?” and “How?”.
The object of research in “Pedagogical Innovations” is precisely the changes in
education, but not education itself, and changes in their entirety – from
identifying the causes of naturally occurring changes to the artificial design and
implementation of pedagogical innovations, and the discovery of the laws of
innovation processes [2]. Innovative processes in education are considered in
three main aspects: social-and-economic, psychological-andpedagogical and
organizational-and-managerial. Basing on this, the content of the “Pedagogical
Innovations” course can vary depending on specific features of the professional
activity of teachers taking professional development courses. MSc and post-
graduate students also have an opportunity to choose certain topics of their
interest to research specific innovative processes in education when carrying
out projects. The study of pedagogical innovations allows to solve a wide range
of problems associated with:
• target and conceptual block of education;
• organizational structure of the education system, educational institutions,
education management bodies, the system of advanced training, etc.;
• educational technologies;
• structure and content of education;
• educational programs, textbooks, electronic teaching aids;
• scientific and methodological support of the educational process;
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
178
• principles of education management and the quality of education;
• a system for monitoring, diagnosing, controlling and evaluating learning
outcomes;
• economic aspects of education, state and interstate policy in education.
When studying pedagogical innovation in the Center for Advanced Training of
Teachers, use is made of methods of collective creative activity aimed at
organizing knowledge in the context of developing new experience and its
personal implications. Of significant didactic value are such types of educational
activities as research (stating the problem, putting forward and testing
hypotheses, generating ideas, simulating experiments, etc.), discussion
(identification and comparison of standpoints, positions, selection and
presentation of arguments and so on), modeling (simulation and role-play
activities, training sessions), reflexive (intellectual and emotional reflection).
These types of educational activities mastered by teachers in the process of
professional development are transferrable, i.e. can easily be adapted to the
content of subjects they teach. One of the main results of the study of
pedagogical innovations by students is not only the psychological readiness for
the implementation of innovative activities, but also the technological readiness,
which assumes the mastery of innovative educational technologies [3]. The
involvement of future teachers in real innovative activities (in the process of
conducting master classes, conferences, open laboratories, production practices,
performance of course projects and final qualification works basing on real
production facilities, etc.) makes the study process possibly isomorphic to the
future profession, and thus contributes to further employment of graduates and
facilitates their professional adaptation. B. Innovative Competence of University
Teachers An ability and willingness to carry out innovative activities is
considered by many scientists as one of the leading competencies of a modern
specialist in the innovation economy [4; 5; 6]. In the framework of competences
important for the organization and implementation of innovative activities,
there are specific personality characteristics, among which there are
professional, personal and specific traits aimed directly at the organization of
innovation activity. Professional traits that determine the effectiveness of the
organization of innovative activities include functional and creative components,
personal traits consist of value orientations and the motivational component,
specific traits comprise a high level of professionalism in the field of innovation
management, creativity, enterprise, risk taking skills, purposefulness, ability to
cooperation, etc. All these traits form the basis for the development of
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
179
organizational and communicative competences of innovative activity
participants based not so much on the epistemological aspects (development of
new information about the organization of innovative activity in the study
process), but rather on the psychological aspect (developing a personnel
management style, improving the professional image, enhancing empathy and
psychological insight, and so on).
References:
1. Zayniddinov Sh.N., Murakayev I.U., Shermuhamedov A.T., Sagdullayev D.T.,
Kucharov A.S. Fundamentals of Management. Textbook.- T:.Finance, 2001.
2. Toshniyozov M., Sharifboyev I., Obidov O., Fundamentals of Management
Activities in Enterprises. Textbook - T:.Uzbekistan, 1995.- 134 p.
3. Gulomov S.S., Dodobayev Yu.T., Osmonov M.O., Personnel management.
Textbook.-
Fergana:.Kuvasoy
Entrepreneurship
Educational
Scientific
Production Center, 2000.- 252p.
