Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The main features of the development of creative abilities of a
modern teacher in an innovative environment
Ikhtiyor KURBANOV
1
Vasila
KARIMOVA
2
Bukhara State Medical Institute named after Abu Ali ibn Sino
ARTICLE INFO
ABSTRACT
Article history:
Received August 2021
Received in revised form
20 August 2021
Accepted 15 September 2021
Available online
11 October 2021
The article is devoted to the consideration of the theoretical
aspects of studying the psychologically creative 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
concept of the level of the pedagogical activity, which requires a
restructuring of the motivational sphere of the teacher’s
personality, his value orientations, goals, attitudes, the hierarchy
of external and internal stimuli, orientation, aspirations,
interests, is also touched upon. Modern educational policy makes
new demands not only on the content and technologies of
teaching but also, first of all, on the personality of the teacher.
The teacher is required to be able to realize and transform
himself in the process of performing professional activities, to
rethink his professional expectations, to feel his involvement in
what is happening, to be able to see and predict the results of his
work. Only such a teacher is able to solve the urgent problems
facing modern education, to create effective pedagogical
conditions for ensuring the spiritual and moral development and
education of schoolchildren.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
readiness,
psychologically creative
readiness,
structure of psychological
readiness for innovative
activity,
innovative activity,
creative approach.
1
Lecturer, Bukhara State Medical Institute named after Abu Ali ibn Sino, Bukhara, Uzbekistan.
E-mail: ihti07@mail.ru.
2
Doctor of Psychological Sciences, Professor, Bukhara State Medical Institute named after Abu Ali ibn Sino, Bukhara,
Uzbekistan.
E-mail: ihti07@mail.ru.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
61
Innovativ muhitda zamonaviy o‘qituvchining ijodkorlik
qobiliyatlarini rivojlantiruvchi taraflar
ANNOTATSIYA
Kalit so‘zlar:
tayyorlik,
psixologik ijodiy
tayyorgarlik,
innovatsion faoliyatga
psixologik tayyorlik
tuzilmasi,
innovatsion faoliyat,
ijodiy yondashuv.
Maqola o‘qituvchilarning innovatsion faoliyatga psixologik
ijodiy tayyorgarligini o‘rganishning nazariy jihatlarini ko‘rib
chiqishga bag’ishlangan. Ushbu hodisani o‘rganishga bag’ishlan-
gan psixologik va pedagogik tadqiqotlar tahlil qilinadi. O‘qituv-
chilar orasida uning shakllanishi uchun psixologik va pedagogik
texnologiyalarni aniqlash va ishlab chiqish imkonini beradigan
o‘qituvchining innovatsion faoliyatga psixologik tayyorligi
tuzilmasini aniqlashga urinishdi. Shuningdek, pedagogik shaxs-
ning motivatsion sohasini, uning qadriyatli yo‘nalishlarini,
maqsadlarini, munosabatlarini, tashqi va ichki stimullar ierarxi-
yasini, yo‘nalishini, intilishlarini, qiziqishlarini qayta qurishni
talab qiladigan pedagogik faoliyat darajasi kontseptsiyasiga ham
to‘xtaliladi. Zamonaviy ta’lim siyosati nafaqat o‘qitishning
mazmuni va texnologiyasiga, balki birinchi navbatda, o‘qituvchi-
ning shaxsiga yangi talablar qo‘yadi.
Особенности
развития
креативных
способностей
у
современного педагога в условиях инновационной среды
АННОТАЦИЯ
Ключевые слова:
готовность,
психологически
творческая готовность,
структура
психологической
готовности к
инновационной
деятельности,
инновационная
деятельность,
творческий подход.
Статья
посвящена
рассмотрению
теоретических
аспектов изучения психологически творческой готовности
педагогов к инновационной деятельности. Анализируются
психолого-педагогические исследования, посвященные
изучению этого феномена. Предпринята попытка выявить
структуру
психологической
готовности
учителя
к
инновационной деятельности, что позволит определить и
разработать психолого-педагогические технологии ее
формирования у педагогов. Также затрагивается понятие
уровня педагогической деятельности, которое требует
перестройки мотивационной сферы личности учителя, его
ценностных ориентаций, целей, установок, иерархии
внешних и внутренних стимулов, ориентации, стремлений,
интересов.
Современная
образовательная
политика
предъявляет новые требования не только к содержанию и
технологиям преподавания, но и в первую очередь, к
личности преподавателя.
INTRODUCTION
Due to rapid and constant changes in the education system of Uzbekistan (the
formation of universal educational actions, changes in the requirements for the exam),
new requirements are put forward for the personality and professional competence of the
teacher, prompting him to actively and continuously participate in innovative activities.
ness. There is no doubt that successful pedagogical activity is based not only on innovative
approaches, but also on the teacher’s readiness to take part in innovative pedagogical
work.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
62
At the same time, the pace of changes in the education system does not allow the
teacher to consciously and timely rebuild his knowledge and skills, to master new
professional experience, the result of which is the “innovative fatigue” of the teacher, which
manifests itself in the rejection of innovations or in the imitation of innovative activities.
Almost all teachers see two main components in this concept: this is something new
in comparison with the previous one, and this new one is aimed at improving the quality
of education. In general, the essence of the definition is indicated quite correctly. In the
modern sense, innovation is “the manifestation of new forms or elements of something, as
well as a newly formed form, element”. Synonymous with innovation is the concept of
“innovation”.
In pedagogy, the concept of “innovative activity” is considered somewhat deeper
and has a wide semantic range. This is a purposeful pedagogical activity based on
comprehending one’s own pedagogical experience by comparing and studying the
educational process in order to achieve better results, obtain new knowledge, introduce
new pedagogical practice, this is a creative process for planning and implementing
pedagogical innovations aimed at improving the quality education. This is a social and
pedagogical phenomenon that reflects the creative potential of a teacher.
As a pedagogical category, this term is relatively young, and this is one of the reasons
that there are different approaches to the definition of this concept. The modern
pedagogical dictionary interprets this term as follows: “Pedagogical innovation is an
innovation in pedagogical activity, a change in the content and technology of teaching and
upbringing, with the aim of increasing their effectiveness”.
MATERIALS AND METHODOLOGY
Currently, in the psychological and pedagogical literature, the problem of
psychological readiness for activity is considered from the position of the functional and
personal approaches. Within the framework of the functional approach, psychological
readiness is understood in its relationship with the psychological functions necessary to
achieve high results in activity (E.S. Kuzmin, V.A. Yadov). In the studies of M.I. Dyachenko
and L.A. Kandybovich, the dynamic structure of psychological readiness is determined,
including the following components:
1) awareness of their needs, the requirements of society, team or task;
2) awareness of goals, the solution of which will satisfy the needs of the task;
comprehension and assessment of the conditions of activity, actualization of
experience, which is associated with solving problems in the past and fulfilling similar
requirements;
Based on the experience and assessment of the conditions of E.M. Kryukov,
activities, the most optimal ways of solving tasks are determined;
1) predicting the manifestation of their intellectual, emotional-volitional,
motivational processes, assessing the ratio of their capabilities, the level of attempts and
the need to achieve a certain result;
2) mobilization of forces in accordance with the conditions and tasks, self-hypnosis
regarding the achievement of goals [1].
According to this approach, the state of psychological readiness has a complex
dynamic structure and expresses the intellectual, emotional-volitional and motivational
aspects of the human psyche in their relation to the emerging conditions and future tasks.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
63
The highlighted components of a person’s psychological readiness for activity determine
the success of a person’s performance of professional functions, while the dialectical unity
of long-term and situational readiness is indicated – namely, that long-term readiness is
determined by the effectiveness of the implementation of situational readiness in specific
circumstances. Researchers M.I. Dyagchenko and L.A. Kandybovich also indicate that the
most important indicators of long-term readiness are associated with the motivational
sphere of the personality and are manifested in the need to successfully complete the
assigned task, in interest in the object of activity and the way it is implemented, as well as
in the pursuit of success. At the same time, a sense of responsibility, confidence in one’s
actions, belief in success, self-regulation, mobilization of all forces to solve a task and the
ability to concentrate on it are associated with the emotional and volitional components of
psychological readiness.
Considering the psychological readiness for innovations in pedagogical activity,
E.N. Frantseva defines it as “integrative mental education, representing the unity of the
cognitive (knowledge of innovations, ways of their application, etc.), affective (positive
attitude to pedagogical innovations , empathy, the predominance of positive emotions in
professional activity, etc.) and conative (activity) components, where the activity
component acts as a system-forming component, and the main characteristic of the system
is creativity ”[2, P. 17].
Modern educational policy makes new demands not only on the content and
technologies of teaching, but also, first of all, on the personality of the teacher. The teacher is
required to be able to realize and transform himself in the process of performing professional
activities, to rethink his professional expectations, to feel his involvement in what is
happening, to be able to see and predict the results of his work. Only such a teacher is able to
solve the urgent problems facing modern education, to create effective pedagogical conditions
to ensure the spiritual and moral development and education of children.
Preparedness for innovations is such a personal manifestation of the creative style
of activity, which in a peculiar way combines a certain personal orientation, aspiration, and
the need to introduce new methods and forms of professional activity (“combination” of
psychological, theoretical and practical readiness).
A lecturer who owns modern pedagogical technologies and has a technological
culture should be flexible in using teaching methods and means, be able to modify his
professional actions, while developing his own pedagogical technology.
The teacher’s readiness to create an author’s technology, characterized by the
consistency of methodological techniques, the originality of their combination in an
integral system corresponding to a single concept and personal experience of the teacher,
the author’s style of his pedagogical activity is one of the most important indicators of the
teacher’s personal development, his pedagogical creativity. Pedagogical creativity is a
higher level of teacher qualifications. It is connected not so much with the production of
new ideas and principles, but with their modernization, modification.
Only at the highest level of his professional activity-innovation – the teacher puts
forward and implements new, progressive ideas, principles, techniques in the process of
teaching and upbringing.
Translated from Latin, the word “innovator” means “renovator”, that is, a person
who introduces and implements new, progressive principles, ideas, techniques in a
particular area of activity.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
64
An innovative teacher is the author of a new pedagogical system, that is, a set of
interrelated ideas and related technologies.
The professional skill of the teacher is polished mainly in practical activities.
However, when mastering new pedagogical principles and technologies, a necessary
condition is not only the improvement of technical pedagogical techniques, but also the
personal self-development of the teacher, the self-actualization of his personality. The
process of self-actualization includes the transition of potential human features into actual
ones. The dynamics of the transformation of potential features into actual ones acts as the
main mechanism of self-development.
I.V. Nikishin noted in his work the following: “The innovative activity of a modern
teacher in the system of school-wide methodological work” identifies the following basic
psychological requirements for the personality of a teacher mastering new pedagogical
technologies:
– variability of thinking; empathy (ability with empathy); syntony (the ability to
tune in to the “wave” of another person); tolerance (tolerance for dissent);
– communication (culture of dialogue).
RESULTS AND DISCUSSION
The development of these qualities, a high level of general culture, psychological,
pedagogical and technological competence, creative abilities of a teacher. All this
contributes to an increase in the level of his readiness for innovation in general and for
mastering new pedagogical technologies in particular. Readiness is defined as a condition
for the successful performance of an activity, as selective activity that tunes a person to
future activity, as a qualitative indicator of the maturity of a teacher’s self-regulation, as an
active-active state of a person, expressing the ability to solve pedagogical problems, taking
into account the specific conditions and circumstances of practical activity.
A teacher who owns modern pedagogical technologies and has a technological
culture should be flexible in using teaching methods and means, be able to modify his
professional actions, while developing his own pedagogical technology. The teacher’s
readiness to create an author’s technology, characterized by the consistency of
methodological techniques, the originality of their combination in an integral system,
corresponding to a single idea and personal experience of the teacher, the author’s style of
his pedagogical activity, is one of the most important indicators of the teacher’s personal
development (V.V. Serikov).
As never before, a teacher is now required not only to be able to realize and
transform himself in the process of performing professional activities, to rethink his
professional expectations, to feel his involvement in what is happening, but also to be able
to see and predict the results of his work. The change in the general paradigm of education
implies the ability of the teacher to be the subject of his professional development and to
fight against professional conservatism, which leads to stagnation in pedagogical activity.
A modern teacher is required to be able to translate and constantly enrich his professional
experience, revise it in accordance with the changing conditions of the educational
environment, master and introduce new technologies into educational practice.
Professional stereotypes are an integral reflection of the professional skill achieved.
It has become a tradition to hold joint pedagogical forums and events in which both
teachers and students, under the guidance of their teachers, and teachers of the district,
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
65
participate. Joint events are held: round tables, meetings of the regional methodological
association of foreign language teachers, scientific and practical Internet conferences. The
structure of readiness 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 program of activities, as well as a
decision-making block and a subsystem of professionally important qualities personality.
In her study of psychological readiness for innovative activity as a characteristic of
the educational environment, O. M. Krasnoryadtseva notes that “psycho-logical 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 unpredictability results
of activity, rely on one’s own strengths (self-confidence) and be responsible for the results;
openness to changes; readiness for changes; ease of restructuring)” [3, P. 152].
V.I. Dolgov’s factors in the manifestation of readiness for innovative activity include
activity, focus, individual psychological characteristics, individual style of activity, attitude,
self-concept, value orientations and attitudes, ability to creative activity, innovative
important personality traits, professionalism, willingness to take risks. Considering the
structure of a teacher’s readiness for innovation, we relied on the approach of
V.A. Slastenin and L.S. Podymova, according to which the teacher’s innovative activity has
four components: motivational, creative, technological and reflective. [4, P. 152].
Having analyzed the existing approaches to the study of psychological readiness for
innovative activity and its components, taking into account the possibilities of psycho-
logical support of its development, we think it expedient to single out the following
components of psychological readiness for innovative activity:
1) motivational component – attitude to pedagogical innovations, as well as the
teacher’s motivational readiness to improve their own professional activities;
2) the cognitive component – the teacher’s knowledge and ideas about innovative
technologies and about their own innovative potential;
3) volitional component – the ability to arbitrarily control one’s actions, feelings,
behavior in conditions of innovative activity;
The pedagogical process, built taking into account the modern educational needs
and characteristics of students, stimulates the interest of students in academic subjects,
contributes to an increase in academic performance, the development of professional
competencies of a teacher. [5, P. 165–170].
Recently, the desire of theorists and practitioners to study reflection, along with the
individual experience of innovators, problems of a theoretical and methodological nature
related to innovations, creative pedagogical activity and the personality of a teacher
(L.I. Antsiferova, E.V. Bondarevskaya, A.V. Brushlinsky, V.S. Dudchenko, V.P. Kvasha, etc.)
Innovative activity is implemented largely due to the existing psychological readiness for
it (G.V. Golovin, V.I. Zagvyazinsky, L.M. Mitina, etc.)
Turning to the analysis of the problems of higher education inevitably raises the
task of assessing and developing the foundations for the formation of psychological
readiness for innovative activities of future teachers. This task has a deep social and
pedagogical meaning, since the success of transformations in educational practice and the
prospects for the development of educational institutions depend on its solution.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 9 (2021) / ISSN 2181-1415
66
The growing need of society for a new quality of education is a powerful and
dynamic factor that prompts researchers to deal with the problems of innovation in new
conditions.
REFERENCES:
1.
Gavrish I.V. Theoretical foundations of the formation of the readiness of future
teachers for innovative activity: dis .... Dr. ped. Sciences: 13.00.04. Kharkov, 2006.
2.
Dolgova V.I. Innovative culture and pedagogical management. Chelyabinsk:
ChGPU; ATOKSO, 2008. Dyachenko M.I, Kandybovich L.A. Psychological problems of
readiness for activity. Minsk, 1976.
3.
Krasnoryadtseva O.M. Psychological readiness for innovative activities of
students and teachers as a characteristic of the educational environment // Bulletin of the
Tomsk State University. 2012. – No. 358. – PP. 152–157.
4.
Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. M.: IChP “Magister
Publishing House”, 1997-6. Symaniuk E.E.
5.
Kurbanov I.Kh. Psychological readiness for innovative activity – the main
determinant of professional self-realization of the individual in the conditions of
progressive changes in Uzbekistan // Pedagogichni innovacii realii, perspektivi: zbirnik
naukovikh prats. – Kiev: IOD. – 2019. – № 1 (23). – PP. 165–170 Article, collection of
scientific papers, Higher Attestation Commission of Ukraine.
