Университет XXI века: научное измерение

Педагогика и психология образования 9 into the educational process and promote them. They objectively assess the degree of relevance and prospects of introduced pedagogical innovations; take care of the re- sults of their implementation, assuming the functions of not only experimenters and performers, but also propagandists, defenders of new pedagogical ideas. Such teach- ers experience a sense of moral and professional satisfaction, if their search is ap- proved by colleagues, at the department, at universities, at meetings, seminars and in the press, Introduce students to the problems of their scientific and pedagogical searches, search among them like-minded people. 23 % of teachers are positive about innovation, they are inherent in the research, constructive and positive attitude towards to novelty, the search for own ways of op- timal implementation of innovations, although at first they are not their obvious sup- porters. Only after making sure of the effectiveness, the reality of new proposals, they are included in the further work. The third group of teachers (9 % of the number of respondents) shows an emo- tionally positive attitude to pedagogical innovations, expressed in the approval, sup- port of innovative pedagogues, in emphasizing the modernity and timeliness of new proposals. However, they do not show a desire and insistence to apply innovations in their practice. Teachers of this group in the fact of creating, mastering and applying innovations attract prestige of such work, external effects associated with the ability to communicate, instruct. In practical work, they seek cooperation and co-authorship more often with teachers who show a constructive and positive attitude toward peda- gogical innovations. 18 % of teachers have a frustration-negative attitude to innovation; they do not hurry to give assessments to new pedagogical ideas and technologies. In their actions and opinions, these teachers are rather conservative than progressive, although they do not deny the possibility of using pedagogical innovations. Before starting practical use of innovations, they prefer to attend classes of other teachers, consult with spe- cialists and experienced teachers, are interested in existing official documents on the essence of proposed innovations, etc. The difficulties arising in the implemen- tation of innovation, teachers of this group are trying to overcome themselves, suc- cess and failures evaluate objectively. The fifth group (26 % of the number of re- spondents) includes teachers with a passive-negative attitude toward to the innovations, which not showing an obvious reluctance to be included in innovation activities. In order not to apply innovations, they are trying to find the reasons mainly organizational nature. As a rule, such instructors tend to assess their pedagogical ac- tivity highly, and in their opinion, it does not require the introduction of any meth- odological or technological adjustments. In the process of joint discussion of innova- tive search, when identifying positive results, they are able to change the initial view of innovations. And 10 % of teachers with an actively negative attitude to innovations, the pro- posed novelty is correlated with the personal characteristics of the author of the inno- vation, refer to the fact that research is often conducted by people who are far from practicing. Own pedagogical technology such teachers oppose the proposed innova- tions, emphasizing its advantage.