ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
513
THE CONTENT AND MANIFESTATIONS OF PEDAGOGICAL INNOVATIVE
ACTIVITY OF THE FUTURE TEACHER.
Khalikov Tolkin Khurramovich
TerSU, Department of Russian and World Literature
https://doi.org/10.5281/zenodo.10122671
Abstract.
The article describes the pedagogical and psychological problems of training
future teachers for work in secondary schools. Manifestations of innovative activity of the future
teacher are divided into groups (types) and their tasks and areas of knowledge are analyzed.
Keywords:
Innovative words, time, space, pedagogical innovation, innovative forms of
activity, teacher-innovator, systematization, areas of knowledge, innovative idea.
СОДЕРЖАНИЕ И ПРОЯВЛЕНИЯ ПЕДАГОГИЧЕСКОЙ
ИННОВАЦИОННОЙ ДЕЯТЕЛЬНОСТИ БУДУЩЕГО УЧИТЕЛЯ.
Аннотация.
Мақолада умумтаълим мактабларида ишлаш учун бўлажак педагогик
кадрларлар тайёрлашнинг педагогик ва психологик муаммолари ёритилган. Бўлажак
ўқитувчининг инновацион фаолияти куринишлари гуруҳларга (типларга) бўлинган ва
уларнинг вазифалари ҳамда билишлар соҳалари таҳлил қилинган.
Калит сўзлар:
Инновацион сўзлар, вақт, макон, педагогик инноватика, инновацион
фаолият кўринишлари, ўқитувчи-инноватор, тизимлаштириш, билимлар соҳалари,
инновацион ғоя.
In order to make reasonable proposals for improving the training of pedagogical staff for
general secondary schools, it is necessary to have a clear idea of the content of innovative activities
of these staff.
Since the scope of our research in the general system of working on the model is limited to
the study of the content of innovative activities of the teacher, our main task is to highlight and
scientifically substantiate the most important and typical forms of professional pedagogical
activity.
Literature (V.A. Slastyonin, L.S. Podymova, E.P. Morozov, P.I. Pidkasistyy, V.S. Lazerov,
N.V. Konoplina. N.R. Yusufbekov, etc.) and independent photography the analysis of the map
made it possible to compile a list of innovative activity views for the present day
(46,36,29,30,58,59,60,61). More than 50 activity views were allocated. In developing a standard
list for a more structured delivery of the materials obtained, we classified them into different levels
according to certain characteristics.
The stages of performance analysis are determined by the size of its interpretation. An
interpretation dimension is the number of classification bases that correspond to the number of
dimensions of the object. These dimensions consist of several gradations, respectively.
Individual manifestations of innovative activity can be distinguished by one characteristic:
methods of implementation, description of time and space, emotional tension, and so on. However,
the most important thing in distinguishing one type of activity from another is the difference in
their subject (object).
In general, teacher activities with general secondary school students take many forms. Each
of the bucks will have its own special object.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
514
The objects of various forms of innovative activity of the future teacher are students and
pedagogical innovation (this is the difference between the activity of a teacher-innovator and the
activity of a teacher who traditionally teaches).
However, any activity includes the goal, the engine, the outcome, and the process of the
activity itself. Therefore, at the first level, we divided activities into classes on two bases: object
of activity and purpose. As a result, five groups were formed, which we called types of activities
(Table 1.1).
Table 1
Groups of views of innovative activity of the future teacher and their functions
The purpose of the first type - "activities for the transfer of innovative experience" is to
include pedagogical innovations in the content of the educational process. The object can be any -
new, previously developed (existing) (except for students). The second type of activity -
"development of pedagogical innovations" has a different, sufficiently complex object
(educational, didactic, management, etc.) and a different purpose (discovery, invention, proposal,
improvement of the stages of the educational process).
The basic tasks for classifying an activity into a secondary level are tasks that are given in
a specific context. In our case, the conditions that make a clear overall goal a specific task are the
time and place of the activity. Thus, at the second level, classification was performed on four bases
(object, purpose, place, and time).
Types of
activities
Activity classes
Location
At the
moment
Prophecy(10 years)
I.Transfer
of
innovative
experience
1. Analysis of the content of the news and
its evaluation
2.
Analysis
and
evaluation
of
implementation experience
3. Development of a mechanism for the
transfer of innovative proposals
1
3
II. Development
of pedagogical
innovations
4. Critical analysis of practice
5. Work out problem-solving ideas
6. Development of innovative projects
7. Evaluation of innovative projects
3
1
III. Conducting
pedagogical
tests
8. Goal setting9. Planning
10. Implementation
11. Analysis and evaluation of results
4
2
IV.Transfer
of
innovative
experience
12. Goal setting
13. Transfer planning
14. Transmission process
15. Analysis and evaluation
2
4
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
515
Let’s look at the first type of activity - ‘transferring an innovative experience’. It included
three classes of activities that differed in the tasks that general secondary school teachers had to
solve.
First class - "Analysis and evaluation of news content"; The task is to analyze and evaluate
the level of novelty of pedagogical experience. The second class - "Analysis of the introduction of
experience and its evaluation"; The task is to obtain information on the scope of its
implementation. Third class - "Development of a mechanism for the transfer of innovative
proposals"; The task is to develop a development plan for the acquisition of new movements.
The quality of the second type of activity “development of pedagogical innovations”
includes four classes of activities. The first class is ‘critical analysis of practice’, whose task is to
determine the level of elaboration of the problem in pedagogical theory and practice. The second
class is “looking for problem-solving ideas,” whose task is to identify existing conflicts and choose
ways and means to resolve them. "Development of innovative projects" is the third class, whose
task is to distinguish the stages of design, to determine the goals of each stage, the timing of their
implementation. Finally, the fourth class is the “evaluation of innovative projects,” whose task is
to evaluate performance.
The third type of activity is ‘pedagogical testing’, which includes four classes of activities.
First class - goal setting; task - to perform the main tasks of the test; the second class - planning -
involves the development of a research program, raising the main question. The task of the third
class is to obtain new scientific information that proves the hypothesis put forward using the
necessary methods based on the research conducted. The task of the fourth grade, called “Analysis
and Evaluation of Results,” is to draw conclusions and make recommendations.
The fourth type of activity, called “transfer of innovative experience”, also includes four
classes of activities, each class having specific tasks. If the first class, ie "goal setting" implies the
separation of the main tasks of the transmission of new pedagogical ideas, the second class - "task
planning" is to determine the composition and sequence of actions for the transmission of news,
the development of calendar plans.
The third grade, called the “transfer process,” requires the implementation of an effective
didactic process, that is, the organization of goal-oriented learning activities for students. The final
fourth step - analysis and evaluation - monitors and evaluates the signal movement.
The analysis of the content of the future teacher-innovator work showed that, as
expected, the transfer and transfer of innovative experience, that is, the educational process and a
lot of time is spent on its preparation. (Types I and IV - 68.3%). However, the development of
pedagogical innovations takes almost a third of the teacher's working time (type II - 30.9%).
A lot of time is spent on technical and methodological support and analysis of its results in
conducting pedagogical testing (6.2%). That is a fact, of course. True, time can be significantly
reduced (even if necessary) by pre-preparing the test class and reworking the research steps.
1.
The research process can be expressed in two stages:
Break down a non-standardized list of knowledge;
Systematize selected knowledge, check them for completeness and representativeness.
The empirical material obtained using the methods developed and tested during the
research was the basis for fragmenting the knowledge. As a result, we have identified the
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
516
knowledge used by the teacher in the implementation of innovative activities in general secondary
schools. This knowledge was analyzed for completeness.
Systematization of the selected knowledge was carried out using generalization levels. The
first and second of these levels are simplified for the selection of knowledge required by different
subject teachers, while the third and fourth levels of generalization of knowledge in the field of
innovation vary depending on the direction of teacher training.
At the first level of generalization of knowledge, a set of theories combined with a common
feature, which gives a holistic idea of the laws and important connections in different areas of
reality, was chosen. Thus, the sum of the total knowledge extracted at this level is expressed as
follows:
a) the field of methodological knowledge, which includes theories that reveal the laws of
innovation, methods of pedagogical research;
b) the field of psychological and pedagogical knowledge includes theories that reveal and
explain the laws of innovative processes.
c) the field of methodological knowledge combines a set of theories that reveal the sequence of
the introduction of pedagogical innovations in the teaching process and evaluate their effectiveness.
g) the field of special knowledge consists of a set of theories explaining the features of
pedagogical innovation for a particular subject.
At the second level of generalization, theories were divided according to how reality
revealed laws in a particular area. Consequently, the second level of knowledge is expressed by a
clear (concrete) scope of knowledge in the areas previously identified.
Field of methodological knowledge:
- The scope of knowledge on theoretical methodology: methodology as a system of
innovative knowledge and a system of innovative activities; methodological support of research
activities in the field of pedagogical innovation; methodological analysis of the object and subject
of innovative research.
- The scope of knowledge on the normative methodology: pedagogical innovation is a
scientific justification of its difference from other forms, which is aimed at changing the objective
reality; determination of the attitude of innovative work in the field of pedagogy to science
(characteristics of the purpose, separation of special objects, application of special methods and
means of understanding, uniformity of terminology); grouping innovative research; logic of
pedagogical research.
The field of psychological and pedagogical knowledge - the scope of psychological
knowledge combines a set of theories that reveal the laws of psychological processes of innovative
activity, mental states and characteristics of the individual;
- The range of pedagogical knowledge represents a set of theories that explain the laws of
innovative processes of teaching and educating the younger generation.
Field of methodical knowledge:
- scope of knowledge on the study and generalization of innovative experience;
- The scope of knowledge on the transfer of pedagogical innovations to new situations;
- The scope of knowledge on the introduction of innovation using effective teaching
methods and tools.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
517
Field of special knowledge:
- The scope of knowledge on the development of pedagogical innovations in order to
improve the content of a particular subject;
- The scope of knowledge on the application of innovative ideas for specific disciplines;
- The scope of knowledge to determine the effectiveness of innovative processes for the
study of a particular science.
Subsequent detailing of knowledge is related to the identification of the highlighted objects
in each subject area using key concepts that describe the most important aspects of the innovation
object.
Thus, the set of theoretical knowledge required for a future teacher to carry out innovative
activities is a standard list, which is reflected in the three levels of generalization and represents
the ultimate goal of developing a "knowledge" indicator.
The next stage in the development of the “Knowledge” indicator is to obtain predictive
information to compile the final version of the standard list of knowledge. An expert evaluation
method was used during the study to obtain predictive information.
Experts were asked to assess the extent to which the scope of knowledge required for
teachers to implement innovative activities in school is fully expressed in the standard list (in
points), as well as their importance for two time intervals:
- for today;
- for the future.
Assessment of each scope of knowledge by experts and analysis of this assessment allows
to determine the correct distribution of workload, the allocation of time for the study of a particular
subject in the development of curricula, as well as the direction and level of innovative training of
future teachers. The results of the expert evaluation analysis are presented in the form of a diagram
(Figure 1.3).
The Sum of expert evaluation positions
Field of knowledge
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ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
518
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