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ADVANCING THE CREATIVE PHASES OF INNOVATION PROCESSES
IN THE FIELD OF EDUCATION
N.G.Rakhimova
Head of Department, No. 2 Polytechnic College, Namangan, Uzbekistan
Abstract. At the moment, serious changes are being made in the national
policy in the field of education in our country. This is related to the transition to a
person-centered pedagogy position. One of the tasks of a modern school is to open
the possibilities of all participants of the pedagogical process, to give them the
opportunity to show their creative abilities. Solving these problems is not possible
without implementing the variability of educational processes, in connection with
which there are various innovative types and types of educational institutions that
require deep scientific and practical understanding. This article analyzes the stages
of innovative processes in education.
Keywords: innovation, innovative process, technology, pedagogical
technology, educational innovative process.
Introduction.
The modern Uzbek school is a product of the extensive reforms
that have been implemented in the national education system in recent years. The
development of the educational system is driven by the creation, dissemination, and
assimilation of innovations. In the field of education, an innovative process refers to
the renewal and transformation of educational concepts, the content of curricula,
teaching methods and techniques, and approaches to instruction and upbringing. The
goal of innovation in education is to fundamentally transform the existing traditional
elements of the education system or the relationships between them, thereby
achieving a new qualitative state of the system. Ongoing reforms in the education
sector point to deep transformations that include the democratization and
humanization of the system, the renewal of educational management mechanisms,
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and an objective demand for improving the quality of education. These changes
underscore the necessity of preparing educators for innovative professional activity.
Literature Review.
In her article titled “Developing Students’ Creative
Abilities through Pedagogical Innovations”, published in the journal Pedagogical
Technologies, G. Ibragimova explores the concepts of creativity and pedagogical
innovation. She emphasizes that:
“The main criterion for innovative methods lies in their novelty, their
grounding in scientific research findings, and their consistency with advanced
pedagogical practices. Therefore, it is of great importance for educators engaged in
innovative activities to understand the essence of what constitutes ‘novelty.’ What
may appear completely new to one teacher may not be perceived as such by another.
Likewise, for future educators, the degree of novelty of a particular method can vary
significantly. For this reason, both current and prospective teachers should engage in
innovative and creative activities voluntarily, based on their personal needs and
motivations. This engagement is directly linked to their individual characteristics and
psycho-personal traits.”
The scholarly research of educators such as O.Jamoliddinova,
O.Musurmonova, M.Urozova, N.Egamberdieva, E.Yuzlikayeva, Sh.Sharipov and
Sh.Shodmonova highlights the distinctive aspects of developing creativity in learners,
which play a crucial role in shaping the professional and innovative readiness of
future specialists. Their studies explore how fostering creative qualities influences
social factors, individual activity, and methods for cultivating critical and creative
thinking among students. The existing pedagogical conditions, didactic support, and
the content of pedagogical creativity are thoroughly examined.
Understanding the essence of pedagogical innovations and integrating their
methods into the practical experience of future teachers are of vital importance. To
broadly introduce pedagogical innovations into educational institutions, it is
necessary to foster an environment of novelty, cultivate specific moral-psychological
conditions, and implement organizational, methodological, and psychological
measures.
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In this regard, it is essential to develop the creative functions of prospective
teachers, systematically equip them with pedagogical innovations, and teach them to
analyze and apply innovative methods effectively. This approach aims to enrich the
professional competence of future educators and ensure the successful
implementation of innovative pedagogical practices.
Research methodology.
Creativity manifests as a set of skills related to a
person’s inventive and innovative qualities. It encompasses heightened sensitivity to
problems, intuition, foreknowledge of outcomes, imagination, inquiry, and reflection.
Systematic study of learners’ pedagogical needs, interests, and priority areas
is essential, along with identifying effective ways to overcome psychological barriers
that may hinder the organization of their creative activities. Organizing the teaching
process based on ideas, concepts, and advanced pedagogical practices that address
learners’ creative interests and needs facilitates the development of meaningful and
active approaches to nurturing creativity. Special attention should be paid to
enhancing learners’ creative skills and fostering their professional pedagogical
competence, with the widespread use of modern information communication
technologies, innovative strategies, interactive teaching methods, and technologies
being particularly appropriate in this context.
The creation of an innovative environment within higher education
institutions has a profound impact on the quality of training future teachers. This, in
turn, directly influences their development and nurturing of creativity and
inventiveness; without an innovative environment, these qualities tend to decline and
stagnate. Due to learners’ consistent adoption of innovations, conflicts among
teachers within the pedagogical team decrease, and outdated patterns in professional
activity are eliminated. The attitude of teachers towards innovation in the educational
environment clearly reflects their openness to new approaches and change.
Furthermore, several scholars have expressed opinions regarding an
individual’s orientation toward pedagogical activity, including statements such as
“the person’s interest in the pedagogical profession and enthusiasm for engaging in
this type of activity,” “attitude towards children, passion for pedagogical labor, and
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pedagogical vigilance.” Thus, an individual's orientation toward pedagogical work is
determined by their outlook, interest in the teaching profession, and aptitude for
working in this field.
Currently, a modern pedagogue and a highly qualified specialist cannot be
considered such without understanding the nature of innovative movements in
education, without comprehending the essence of innovative pedagogical activity,
and without widespread familiarity with innovative teaching technologies.
In the exploration of innovative processes in education, a range of theoretical
and methodological issues related to innovations and teachers’ creative activity are
being advanced. These include evaluation criteria for innovations, existing traditions
and innovations, features of the innovation cycle, teachers’ attitudes toward
innovations, and so forth. Often, researchers focus on specific aspects of preparing
teachers (educators) for innovative activity:
- Issues of implementing innovations in education systems;
- The role of research components within teachers’ (educators’) innovative
activities;
- How teachers’ social and cultural problems, the transition between mass and
personal culture, and the harmony between individual and team activity are addressed;
- Main motives behind teachers’ attitudes toward innovations, their readiness
and motivation to incorporate new technologies into the educational process;
- The interrelation between teachers’ innovative activities and reflective
practices;
- Psychological issues in adopting pedagogical innovations within the
educational system;
- Theoretical and methodological foundations of the essence, structure, and
evaluation criteria of pedagogical innovations.
Analysis and Results.
Among research efforts focused on preparing teachers
for innovative activities, the work of M.V. Klarin occupies a significant place. In his
studies, he links the development of innovation-related activities to the necessity of
continuous education through the development and implementation of social and
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cultural projects. This approach emphasizes individuals' freedom of choice, with
learning activities playing a leading role and serving as a crucial, guiding tool in
personal development—an effective method for engaging individuals in the
educational process.
Organizing the innovative activities of educational institutions and managing
changes within their content are intrinsically connected to methodological and
technological innovations in teacher training. However, this process remains largely
informal due to the absence of specific recommendations on preparing teachers for
innovation and enhancing their capabilities.
The process of preparing teachers for innovative activity proceeds as follows:
predicting the success of planned innovations and their various stages; comparing
these innovations with other existing innovations; selecting the most effective and
precise ones; assessing their relevance; evaluating the success of implementation; and
finally, appraising the organization’s ability to adopt innovation. This comprehensive
approach aims to systematically enhance teachers’ readiness for innovation and
facilitate effective integration of new pedagogical practices.
Preparing teachers for innovative activity should be implemented along two
main directions:
- Developing innovative readiness to perceive and understand new
innovations;
- Teaching the ability to act in novel and unconventional ways.
T.M. Dovidenko emphasizes that for mastering any pedagogical innovation,
three essential conditions must be met: "understanding, reflection, and personal
readiness." An educator engaged in innovative activities should be an advanced,
creative individual with broad interests, rich inner world, and a strong commitment to
pedagogical innovations.
Innovative activity comprises motivational, technological, and reflective
components. Organizing such activity requires careful management of students’
knowledge acquisition and its regulation, which are of particular importance in
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ensuring effective implementation and fostering an innovative pedagogical
environment.
In the process of preparing teachers for innovative activity, the problems and
obstacles can be viewed in the following situations:
1. Understanding the necessity of innovation, the willingness to engage in
creative activities aimed at introducing new ideas into the educational institution, and
confidence that efforts to implement innovations will yield positive results.
2. Alignment and consistency of personal goals with innovative activities, and
the ability to overcome fears of creative failure through perseverance.
3. Developing teachers’ readiness to perceive innovations effectively and
forming skills to act creatively in new ways, which are essential for guiding educators
toward successful engagement in innovative pedagogical practices.
Conclusion.
While research in various scientific and methodological fields is
undoubtedly essential and valuable, the primary unresolved challenge for all
pedagogical scholars remains: how to effectively organize and manage the training of
future educators for innovative professional activity.
At higher education institutions, it is imperative to develop and implement
creative-oriented curricula that explicitly support the effectiveness of the
reproductive, creative-research, and innovation stages in the development of students’
creative skills and competencies, along with ongoing assessment of their progress.
Moreover, continuous improvement of instructional programs and
technological tools aimed at fostering teachers’ creative competence, as well as
establishing modern informational and methodological support systems that facilitate
the development of students’ creative abilities, are crucial strategies for enhancing the
overall efficiency of the educational process. These efforts are essential for cultivating
innovative pedagogical environments and for preparing educators capable of
successfully applying innovative practices in their professional activities.
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сильного магнитного поля // Научные основы использования информационных
технологий нового уровня и современные проблемы автоматизации : I
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информационных технологий нового уровня и современные проблемы
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Calculations of the temperature dependence of the energy spectrum of electrons and
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Modeling the Temperature Dependence of Shubnikov-De Haas Oscillations in Light-
Induced Nanostructured Semiconductors // East European Journal of Physics. 2024.
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M. Dadamirzaev, U. Erkaboev, N. Sharibaev, R. Rakhimov. Simulation the
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U.I. Erkaboev, N.Yu. Sharibaev, M.G. Dadamirzaev, R.G. Rakhimov. Effect
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U.I. Erkaboev, Sh.A. Ruzaliev, R.G. Rakhimov, N.A. Sayidov. Modeling
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U.I. Erkaboev, N.Yu. Sharibaev, M.G. Dadamirzaev, R.G. Rakhimov.
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in semiconductor structures // Indian Journal of Physics. 2024.
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U.I. Erkaboev, G. Gulyamov, M. Dadamirzaev, R.G. Rakhimov, J.I. Mirzaev,
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Р.Г. Рахимов. Моделирование температурно-зависимости осцилляции
поперечного магнитосопротивления и электропроводности в гетероструктурах
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N. Sharibaev, A. Jabborov, R. Rakhimov, Sh. Korabayev, R. Sapayev. A new
method for digital processing cardio signals using the wavelet function // BIO Web
of Conferences. 2024. Vol. 130, Article ID 04008.
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of Technological Factors on High-Voltage p
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U.I. Erkaboev, R.G. Rakhimov, J.I. Mirzaev, N.A. Sayidov, U.M. Negmatov.
Influence of temperature and light on magnetoresistance and electrical conductivity
oscillations in quantum well heterostructured semiconductors // Romanian Journal of
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У.И. Эркабоев, Р.Г. Рахимов, Ж.И. Мирзаев, Н.А. Сайидов, У.М.
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магнитосопротивления в низкоразмерных полупроводниковых структурах //
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U. Erkaboev, N. Sayidov, R. Raximov, U. Negmatov, J. Mirzaev. Kvant o ‘rali
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У.И. Эркабоев, Р.Г. Рахимов. Вычисление температурной зависимости
поперечной электропроводности в квантовых ямах при воздействии
квантующего магнитного поля // II- Международной конференции
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R.G.Rakhimov. Simulation of the temperature dependence of the oscillation of
magnetosistivity in nanosized semiconductor structures under the exposure to
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Vol.2, Iss.11, pp.209-221
