Assessment of the readiness of university and college professors to apply innovative technologies
Psychology
DOI:
https://doi.org/10.17072/2078-7898/2018-1-63-78Keywords:
teacher’s readiness for innovation, innovative activity, interactive forms of education, active teaching methods, need for novelty, teaching staff, socio-psychological climateAbstract
The article contains the results of the research on the acute problem of the development of teachers’ readiness for the application of innovative technologies as an important aspect of innovative readiness in the conditions of the socio-psychological climate of academic staff of higher educational institutions. The main goal of the study is to assess readiness of a professor to apply innovative technologies in the context of the socio-psychological climate of academic staff of higher educational institutions. In the process of research, a set of methods that enrich and supplement each other was used, including mathematical and statistical methods for processing data. The psychodiagnostic toolkit included 15 methods, including those developed by the author. The respondents were university and college professors of nine higher educational institutions of Russia. The conducted research made it possible to identify the existence of a favorable socio-psychologicalclimate amidst the faculty members of higher educational institutions, which creates opportunity, in conditions of active interaction and the atmosphere of creative search, to develop readiness for the acquirement, introduction of innovations in the educational process of the university, as well as a different level of innovative readiness of the academic staff i.e. internal readiness to introduce innovative technologies (the need for self-expression, self-fulfillment, self-actualization, novelty, risk, overcoming routine, a sense of one’s own willingness to participate in innovation processes), the presence of obstacles in the process of introducing and disseminating innovative technologies. The study of the internal readiness of pedagogical collectives for innovation, the degree of predominance of innovators, leaders in the departments of the university, psychological barriers in innovation, the influence of innovative technologies on the quality of educational activity made it possible to reveal high, normal, optimal levels of innovative readiness of the professors. In the situation of the elevated uncertainty in the system of higher professional education, the problem of the readiness of the teacher of higher education to apply innovative technologies in the context of optimizingthe socio-psychological climate of the faculty members acquires special significance and urgency, since it is the main and necessary factor in the development of the innovative potential of the contemporary educational institutions. The results of the research presented in this article testify to the need for further research and scientific developments in the field of educational psychology.References
Авакян И.Б. Сравнительный анализ особенностей инновационной готовности педагогов и социально психологического климата педагогических коллектив колледжей // Инновации в образовании. 2017. № 1. С. 65–84.
Бардина Н.Ю. Способы преодоления проблем в инновационной деятельности высшего учебного заведения // Экономика и право. 2015. № 5. С. 32–35.
Байлук В.В Социальный детерминизм. Категориальный анализ. Томск: Изд-во Томск. ун-та, 1983. 286 с.
Бойко В.В., Ковалев А.Г., Панферов В.Н. Социально-психологический климат коллектива и личность. М.: Мысль, 1983. 207 с.
Виноградова Г.А. Климат в педагогическом коллективе и субъективное благополучие личности педагога: монография. Тольятти: Изд-во ТГУ, 2010. 100 с.
Гоноболин Ф.Н. Психологический анализ педагогических способностей // Способности и интересы. М.: Изд-во АПН РСФСР, 1962. С. 63–72.
Зинченко Ю.П., Володарская И.А. Психолого-педагогическое сопровождение реализации инновационных образовательных программ. М., 2007. 120 с.
Кузьмина Н.В. Профессионализм преподавателя и мастера производственного обучения. М.: Высшая школа, 1990. С. 55–61.
Мартыненко О.О. Инновационное проектирование учебного процесса // Высшее образование сегодня: реформы, нововведения, опыт. М., 2006. № 2. C. 12–18.
Никишина И.В. Инновационные педагогические технологии и организация учебно-воспитательного и методического процессов в школе: использование интерактивных форм. Волгоград: Учитель, 2007. 91 с.
Новиков А.М. Организация опытно-экспериментальной работы на базе образовательного учреждения // Дополнительное образование. 2002. № 4. С. 51–53.
Орлов А.А. Мониторинг инновационных процессов образования // Педагогика. 1996. № 3. С. 9–14.
Панина Т.С., Вавилова Л.Н. Современные способы активизации обучения. М.: Академия, 2008. 176 с.
Парыгин Б.Д. Социальная психология. Проблемы методологии, истории и теории. СПб.: ИГУП, 1999. 592 с.
Пригожин А.И. Нововведения, стимулы и препятствия: социальные проблемы инноватики. М., 1989. 271 с.
Психолого-педагогическая подготовка современного преподавателя вуза на основе реализации компетентностного подхода: монография / ИП ОВ РАО; под общ. ред. О.Б. Даутовой, А.В. Торховой. СПб.: Изд-во С.-Петерб. политехн. ун-та, 2014. 296 с.
Савва Л.И. Применение интерактивных методов обучения для развития индивидуальности магистров // Инновационная наука. 2015. № 11. С. 263–265.
Хуторской А.В. Типологии педагогических нововведений // Школьные технологии. 2005. № 5. С. 10–24.
Kullman H. Lehrerkooperation an Gymnasien. Duisburg, 2009. 485 S.
Vernaleken A. Zur Passung zwischen beruflichen Orientierungen von Lehrkräften und Schulprofil: Ihre Bedeutung für Arbeitserleben und Schulklima / Vom Fachbereich für Geistes- und Erziehungswissenschaften der Technischen Universität Carolo-Wilhelmina zu Braunschweig zur Erlangung des Grades Doktorin der Philosophie (Dr.phil.), genehmigte Dissertation. Braunschweig, 2006. 194 S.
West V.A., Farr J.L. Innovation at work // Innovation and creativity at work: Psychological and Organizational strategies: 63–80. Chicheste U.K.: Wiley, 1990. Р. 3–13.
Yuan F., Woodman R.W. Innovative behavior in the workplace: the role of performance and image outcome expectations // Academy of Management Journal. 2010. Vol. 53, № 2. Р. 323–342.
References
Avakyan I.B. (2017). Sravnitel’nyy analiz osobennostey innovacionnoy gotovnosti pedagogov i social’no psikhologicheskogo klimata pedagogicheskih kollektiv kolledzhey[Comparative analysis of the features of the innovative readiness of teachers and the socially psychological climate of pedagogical colleges]. Innovatsii v obrazovanii [Innovation in education]. No. 1, pp. 65–84. (In Russian).
Bardina N.Yu. (2015). Sposoby preodoleniya problem v innovacionnoj deyatel’nosti vysshego uchebnogo zavedeniya [Ways to overcome problems in the innovation activity of a higher educational institution]. Ekonomika i pravo [Economics and Law]. No. 5, pp. 32–35. (In Russian).
Bayluk V.V (1983). Sotsial’nyy determinizm. Kategorial’nyy analiz [Social determinism. Categorical analysis]. Tomsk, Tomsk State University Publ., 286 p. (In Russian).
Boyko V.V., Kovalev A.G., Panferov V.N. (1983). Sotsial’no-psikhologicheskiy klimat kollektiva i lichnost’ [Socio-psychological climate of the collective and the individual]. Moscow, Mysl’ Publ., 207 p. (In Russian).
Gonobolin F.N. (1962) Psikhologicheskiy analiz pedagogicheskih sposobnostey [Psychological analysis of pedagogical abilities]. Sposobnosti i interesy [Abilities and interests]. Moscow, APN RSFSR. pp. 63–72. (In Russian).
Khutorskoy A.V. (2005) Tipologii pedagogicheskih novovvedeniy [Typologies of pedagogical innovations]. Shkol’nye tekhnologii [School Technology]. No. 5, pp. 10–24. (In Russian).
Kullman H. (2009). Lehrerkooperation an Gymnasien [Teacher collaboration in secondary schools]. Duisburg, 485 p. (In German).
Kuz’mina N.V. (1990) Professionalizm prepodavatelya i mastera proizvodstvennogo obucheniya [Professionalism of the teacher and the master of industrial training]. Moscow, Vysshaya shkola Publ., pp. 55– 61. (In Russian).
Martynenko O.O. (2006) Innovatsionnoe proektirovanie uchebnogo protsessa [Innovative design of educational process]. Vysshee obrazovanie segodnya: reformy, novovvedeniya, opyt [Higher education today: reforms, innovations, experience]. No. 2, pp. 12–18. (In Russian).
Nikishina I.V. (2007) Innovatsionnye pedagogicheskie tekhnologii i organizatsiya uchebno-vospitatel’nogo i metodicheskogo protsessov v shkole: ispol’zovanie interaktivnykh form [Innovative pedagogical technologies and the organization of teaching, educational and methodical processes in school: the use of interactive forms]. Volgograd, Uchitel’ Publ., 91 p. (In Russian).
Novikov A.M. (2002) Organizatsiya opytnoeksperimental’noy raboty na baze obrazovatel’nogo uchrezhdeniya [Organization of experimental work on the basis of an educational institution]. Dopolnitel’noe obrazovanie [Supplementary education]. No. 4, pp. 51– 53. (In Russian).
Orlov A.A. (1996) Monitoring innovatsionnykh protsessov obrazovaniya [Monitoring of innovative educational processes]. Pedagogika [Pedagogy]. No. 3. pp. 9–14. (In Russian).
Panina T.S., Vavilova L.N. (2008) Sovremennye sposoby aktivizatsii obucheniya [Modern ways of activating learning]. Moscow, Akademiya Publ., 176 p. (In Russian).
Parygin B.D. (1999) Sotsial’naya psikhologiya. Problemy metodologii, istorii i teorii [Social Psychology. The problems of methodology, history and theory]. St. Petersburg, IPAE Publ., 592 p. (In Russian).
Prigozhin A.I. (1989) Novovvedeniya, stimuly i prepyatstviya: sotsial’nye problemy innovatiki [Innovations, incentives and obstacles: social problems of innovation]. Moscow, 271 p. (In Russian). Psikhologo-pedagogicheskaya podgotovka sovremennogo prepodavatelya vuza na osnove realizatsii kompetentnostnogo podhoda [Psychological and pedagogical preparation of the modern teacher of the university on the basis of the implementation of the competence approach]. St. Petersburg, SPbPU Publ., 2014, 296 p. (In Russian).
Savva L.I. (2015) Primenenie interaktivnykh metodov obucheniya dlya razvitiya individual’nosti magistrov [Application of interactive teaching methods for the development of the individuality of masters]. Innovatsionnaya nauka [Innovative Science]. No. 11, pp. 263–265. (In Russian).
Vernaleken A. (2006). Zur Passung zwischen beruflichen Orientierungen von Lehrkräften und Schulprofil: Ihre Bedeutung für Arbeitserleben und Schulklima [The fit between the professional orientations of teachers and school profile: their importance for work experience and school climate]. Braunschweig, Technical University of Braunschweig, 194 p. (In German).
Vinogradova G.A. (2010) Klimat v pedagogicheskom kollektive i sub’ektivnoe blagopoluchie lichnosti pedagoga [The climate in the pedagogical collective and the subjective well-being of the teacher’s personality]. Tol’yatti, TGU Publ., 100 p. (In Russian).
West V.A., Farr J.L. (1990) Innovation at work. Innovation and creativity at work: Psychological and Organizational strategies: 63–80. Chicheste U.K., Wiley, pp. 3–13. (In English).
Yuan F., Woodman R.W. (2010) Innovative behavior in the workplace: the role of performance and image outcome expectations. Academy of Management Journal. Vol. 53, no. 2, pp. 323–342. (In English).
Zinchenko Yu.P. Volodarskaya I.A. (2007) Psikhologo-pedagogicheskoe soprovozhdenie realizatsii innovatsionnykh obrazovatel’nykh programm [Psychological and pedagogical support of the implementation of innovative educational programs]. Moscow, MSU Publ., 120 p. (In Russian).
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Perm University Herald. Philosophy. Psychology. Sociology
This work is licensed under a Creative Commons Attribution 4.0 International License.
