Университет XXI века: научное измерение

«Университет XXI века: научное измерение» – 2018 10 Thus, in the teaching and teaching environment there is a different attitude to- wards the creation, mastering and use of pedagogical innovations; while 46% of teachers participate in the use and dissemination of pedagogical innovations and sup- port them, and 54% as a whole express a negative attitude towards them, although they make attempts to implement innovations in practice due to the prevailing public opinion, the availability of regulatory documents. The attitude of university teachers towards pedagogical innovations demonstrates their willingness to carry out innova- tive activities, which presupposes a creative self-realization of the individual, the measure of which is the pedagogical culture. Consequently, one of the conditions for the formation of the professional-pedagogical culture of the university teacher is the development of an effective-value attitude of teachers towards innovative pedagogi- cal activity. For comparison, the teachers of schools in terms of the degree of motivation for innovation (according to T. Shamova) are divided into: – leaders – 1–3 %; – positivists – 50–60 %; – neutrals – 30 %; – negativists – 10–20 %. And also, as stated in the article of B. Kriviradeva “Innovative practices are usu- ally made by teacher-leaders, and the innovative policy of the school is conducted by the directors-leaders” [5]. Innovative culture of the teacher is a measure and a way of creative realization of the teacher's personality in innovative activity. Using the culturological approach of I. F. Isaev in the design of an innovation culture, it is possible to distinguish three components in its structure: axiological, technological, personal-creative. The axiological component is characterized by personality values, which are conditionally divided into five groups: values-goals, values-means, values-attitudes, values-knowledge, values-quality. This should be dominated by an interest in innova- tion, innovation culture and innovation action. The technological component includes the ownership of the technology of innovation, its planning and implementation. The personality-creative component can be expressed in the teacher's ideas about himself as a teacher-innovator. In the pedagogical literature, the levels of the teacher's innovative activity are distinguished [6]: – adaptive level – an unstable attitude towards to innovation, or lack of a system of knowledge and the willingness of the teacher to use them. Innovation is assimi- lated under the pressure of the social environment; – reproductive level – a more stable attitude towards innovation, satisfaction with pedagogical activity. Despite the low creative activity, there are elements of searching for new solutions in standard situations, a conscious need for self- improvement; – heuristic level – purposefulness, stability of ways and ways of introduction of innovations, changes in the teacher's thinking as a subject of a new concept, openness to a new one. Owning technology, the teacher continues to seek and discover new ways of pedagogical decisions;