Opción, Año 33, No. 85 (2018): 217-240
ISSN 1012-1587 / ISSNe: 2477-9385
Structural conceptual model
of forming readiness for innovative activity of future
teachers in general education school
Gulnar Mussabekova
University "Syrdariya", Zhetysai, Kazakhstan gulnar.hanum22@mail.ru
Selime Chakanova
International Kazakh-Turkish University named after H.A.Yasavi,
Turkestan, Kazakhstan
selime4@mail.ru Aktolkyn Boranbayeva
International Kazakh-Turkish University named after H.A.Yyasavi,
Turkestan, Kazakhstan
aktolkyn81@mail.ru Aliya Utebayeva
Regional Social–Innovational University, Shymkent, Kazakhstan
zav_alia@mail.ru
Kenzhegul Kazybaeva
Regional Social–Innovational University, Shymkent, Kazakhstan
kazybaeva77@mail.ru
Kulalbek Alshynbaev
Regional Social–Innovational University, Shymkent, Kazakhstan
damiliya89@mail.ru
Abstract
Modernization of higher vocational education requires a significant rethinking of the structure and concept of the educational process in a
HEI.
One of the vocational training directions should be the formation
of future teacher's readiness to innovate activity, which would allow teachers to demonstrate
their individual creative abilities, realize their intellectual
potential, and apply the full range of knowledge,
skills and experience acquired in the process of studying
at hei. Creation of optimal organizational and pedagogical conditions for personal self-realization is
an actual task for all levels in education, but for higher vocational education this task acquires
special connotation and significance.
Keywords: structural conceptual model, future teacher, innovative
activity.
Recibido: 10-01-2018 Aceptado: 09-03-2018
Modelo conceptual estructural de preparación para la
actividad innovadora de los futuros maestros en la escuela de educación general
Resumen
La modernización de la educación profesional superior requiere un
replanteamiento significativo de la estructura y el concepto del proceso educativo en
un HEI (IEU). Una
de
las
direcciones de la formación profesional debería ser la formación de la futura preparación
del
docente para innovar, lo que permitiría
a los docentes demostrar sus capacidades
creativas individuales, realizar su potencial intelectual y aplicar toda la
gama de conocimientos, habilidades y experiencia adquirida
en el
proceso de formación
estudiando en HEI (IEU). La creación de condiciones
organizativas y pedagógicas óptimas para la autorrealización personal es
una
tarea real para todos
los niveles en la educación,
pero para la
educación
vocacional superior esta tarea adquiere connotación y significación especial.
Palabras clave: modelo
conceptual estructural,
futuro
docente, actividad innovadora.
1.
INTRODUCTION
Participation of Kazakhstan in the bologna process (in March 2010,
Kazakhstan became the 46th country participating in the bologna process) opened the way to European education, giving an opportunity
to improve
the
quality of education, mobility of students and teachers. The system of
mutual influence of higher education in the European
space is a priority direction of education reformation in our country. The state program for
the development of education of the republic of Kazakhstan for 2011-
2020 shows specific directions for development in this area (NABI, et al.,
2016). Modernization of higher vocational education requires a significant rethinking of structure and concept of educational process in a hei. One of
the
vocational training directions should be the formation
of future teacher's readiness to innovate activity, which would allow teachers to
fully demonstrate
their individual
creative abilities,
realize their
intellectual potential, and apply the full range of knowledge, skills and
experience
acquired in the process of studying at hei. Creation of optimal
organizational and pedagogical conditions for personal self-realization
is an
actual task of all levels in education,
but for this higher vocational
education this task acquires special connotation and significance. It is not enough for a modern teacher to have deep knowledge in the field of
studied disciplines
and
to possess a certain set of practical skills. The fulfillment of professional tasks presupposes a creative approach to the
tasks, organization of professional
activity
aimed
at
rational transformation of reality. Thus, the formation of future teacher's readiness to innovate activity in the process of vocational training is one of the topical areas of the modern educational process (TYUNNIKOV, 2016). At the same time, the complexity and versatility of the innovation theory
etiology leads to the introduction of many scientific approaches to its
study in different fields of knowledge. The theory and practice of higher education today shows that, despite the ongoing reforms in the system
of higher education and the intensification
of research on various aspects of
pedagogical innovations, the problem of organizing a purposeful process as one system
for forming
future teachers' readiness
to innovation activity is still present (KAMALOVA and ZAKIROVA, 2015). Today, there is a certain contradiction between social procurement of the society for the
formation of a comprehensively developed, socially active personality of a
graduate in regular school through comprehensive
introduction of
pedagogical innovation ideas that ensure the effectiveness of educational process and the actual level of future teacher’s readiness to performing
professional functions, which is pedagogical
innovation. One of the most relevant aspects for the work of hei is the development
of
theoretical, methodological and technological problems in the formation of the future teacher innovative
abilities in the context of integration into the global educational space.
2. METHODOLOGY
Regarding to the main goal of the research, the research method
was descriptive
and correlational,
which was conducted field experiment.
The
statistical population of
this
study was
all experts, directors and deputies of the General Directorate with 102 people. Due to the limited research community, the sample was considered equal to the community
(n
= 102). The predictor variables in this research were organizational culture (engagement,
integration, adaptability, and mission) and criterion variable or organizational entrepreneurship criterion. Three organizational questionnaire, organizational entrepreneurship
and individual characteristics were used to collect data. The organizational
culture questionnaire of Denison (2007), with a reliability
coefficient (0.955%), was used to collect information about the study of organizational culture.
Descriptive statistics (frequencies, averages, percentages,
standards
deviations,
and
charts and tables) were used for organizing, summarizing,
categorizing raw scores and describing the indices of research variables.
The following
methods
were used
during
the research:
theoretical (analysis, synthesis, specification, generalization,
analogue method, and modeling); diagnostic (questioning, interviewing,
testing,
method
of tasks); empirical (study of the educational organizations experience, normative and educational-methodical documentation; lesson
observation); experimental (ascertaining, forming, control experiments);
methods of mathematical statistics and graphical representation of results (KURMANOV, et al., 2015).
3. EXPERIMENTAL FACILITY OF THE RESEARCH
The experimental
facility of the research was "Syr-Darya"
university, south Kazakhstan state university named after m. Aesop. The
results show that
the ratio of women to men in the statistical population of
the
study was 55.6% and 44.4%, respectively. The mean age for men and women was 34/92 and 38/83 years. 74.4% and 25.6% of them were married and single, respectively. The
field of study was 27.8%, 14.4% and
57.8% of them respectively
in physical education, management
and
other fields of study.
-Research
stages. The research of the problem was carried out in
three stages: at the first stage, theoretical analysis of the existing
methodological
approaches was carried out in philosophical,
psychological and pedagogical scientific literature, dissertation
papers, and in theory and methodology of pedagogical researches; problem, object and methods of research are singled out; the plan
of
experimental research was drawn up; at the second stage, a
model was developed for forming the readiness of future teachers to innovative activities in a general education school; the
technology of forming the readiness of
future teachers to innovative activity in a general education
school was developed;
experimental work was carried
out;
the conclusions, obtained during the experimental work were analyzed, tested and clarified;
at the third stage experimental work
was
completed, theoretical and practical conclusions were specified, the obtained results were
generalized and systematized.
4.
RESULTS
Modern society
expects that their graduates who are able to confidently navigate the
ever-changing world, competently operate on
incoming information; who is communicative and ready for creative interaction. These graduates should independently recognize
the
problems and ways of their rational solution. New approaches
to the training of a modern specialist are based on the awareness of the need for improvement of the conditions that facilitate full disclosure of personality,
its self-
realization and professional development.
It
is not enough for a modern teacher to have deep knowledge in the field of the studied disciplines and to possess a certain set of practical skills. The fulfillment of professional
tasks presupposes a creative approach to the tasks, the organization of
professional activity aimed at rational transformation of reality. Thus, the
formation of future teacher's readiness to innovate activity in the process
of
vocational training is one
of
the topical areas of the modern educational
process. The urgency of the problem is caused by the need for the future
teacher's readiness to innovative
activity and insufficiently developed theoretical, content-technological and scientific-methodical
aspects of
training teachers for innovative activities in general education schools.
-Research objective: The object of the article is to develop a
structural conceptual model of the future teacher's readiness to
innovate activity in the context of systemic pragmatic approach and its
testing.
-Research methods: The main method of research
in this problem
is modeling, which allows to consider this problem as a process of purposeful and conscious formation of the future teacher's
readiness to innovative activity.
-Research results:
The article presents
a structural conceptual
model of forming
the future teacher's readiness
to innovative activity, consisting of interrelated motivational, content, procedural
components;
the features of these components have been revealed;
an algorithm for implementing this model has been developed.
-Practical
relevance: the model is aimed at forming the readiness
of
future teacher's to innovate activity in general education schools; it is focused on the development
of
scientific and methodological support for this training.
4.1. Structure and concept of the model
The developed
structural conceptual model of the future teacher's
readiness to innovation activity was based on the analysis of the subject- teachers
activity
and surrounding
conditions (social
and
professional
background). The development of the model based on the structure of
innovative activity of teachers allows us to look more closely at the problem under research, and evaluate the quality
of the work in various parts of the hei, and build the model as a standard,
based on which the higher school can organize and plan its development (figure 1). Building
the process for forming the future teacher's readiness to innovative activity, taking into account the structural conceptual model and directions of
innovation
activity, means to ensure the unity of the main subjects of such readiness, its goals, functions and means used to achieve optimal results, oriented to the personality of teacher-innovator.
The main functions are not only educational in a broad sense, but also developing, formative, managerial.
These functions also serve for creation of organizational and pedagogical conditions that ensure functioning of a structural conceptual model of forming the future teacher's readiness to innovate activity. Such readiness includes
normative- legal, program-technological and methodological support of activities, pedagogical leadership and the process management as a whole.
The effectiveness of the future teacher's readiness to innovative activity is determined in the unity of the following components:
creative attitude to
pedagogical innovation;
theoretical readiness of a future teacher for the implementation of innovative activities in school (knowledge of pedagogical innovation methodology, the essence of innovation processes,
features of innovation systems, etc.); practical readiness of the future teacher to innovative activities (the availability of pedagogical skills).
It is
necessary to develop the structure and content of the future teacher's readiness to innovative activity as a complex
psychological
and pedagogical system characterized by the unity of psychological, pedagogical and content components
(figure 2). Readiness of a future teacher
to
innovative activity
(like any other
readiness) includes
motivational,
informative and processual components.
In
this connection,
we understand the readiness of future teachers to innovate activity
as mastering all components of this activity, and we consider readiness as an
integrative quality of the future teacher's personality.
4.2. Stages of model implementation
The introduction
of this model
has the
following stages
of experimental work:
- Determination of the
readiness initial
level, using testing methods, and questioning, pedagogical
observation,
statistical
processing of the research results;
- Development and
implementation of scientific
and methodological support, which contributes to the successful functioning
of the structural conceptual model for preparing future teachers to innovative activities;
- Determination
of the readiness level and identification of the
dynamics for future teachers to innovative activity
in a general
education school.
Fig. 1. Structural model of forming the future teacher readiness for
innovative activity
|
Social and cultural needs
Social procurement
|
|
Entering the
Zone of
|
Socioeconomic and
political conditions
|
Creating of educational content in the conditions of innovation
|
Competitive
Teacher
|
|
Objective:
forming the readiness of
future teacher to innovation in regular school
|
|
Tasks:
|
|
Formation of knowledge on innovative processes in the educational system
|
Formation of the IA
skills system
|
Formation of the value attitude to
the
implementation of IA
|
Formation of innovative potential
|
|
Theoretical and methodological bases: Person-centered, activity-oriented, systemic, synergetic, conceptual approaches, theories
of innovation in education
|
|
Normative base: the law "On Higher Education",
the state program "Education", the Concept of the State
Standard of Higher Education of the Republic of Kazakhstan, the State Program for the Development of
Education of the Republic of Kazakhstan for 2011-2020,
the Law of the Republic of
Kazakhstan
"On Education", State Compulsory Educational Standard of Higher and Secondary Education
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|
Components:
|
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Motivational
|
Informative
|
Processual
|
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Content:
|
|
Invariant part
|
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Variative part
|
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The technology of formation of the future teacher's
readiness to IA:
|
|
Stages
|
Forms
|
Methods
|
Means
|
|
|
|
|
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Organization of learning activity:
traditional and
|
Organization
of extra- curricular
activities
|
Informative
and
|
Correction-
|
Inquiry learning
|
|
|
|
|
|
Principles: purposefulness, diagnostic basis, scientific character, practical orientation, stepping, etc.
|
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Monitoring:
|
|
Procedure
|
Stages of control
|
Instrumentarium
|
|
|
Scheduled control
|
Starting
|
ntermediate
|
Postponed
|
Criteria and
indicators
|
Levels
|
Methods and
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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|
|
|
|
|
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|
|
|
|
|
no
Expected result
YES
The formed future teacher's readiness
to
innovative activity in regular school
Fig. 2. Structure and content of the future teacher's readiness to
innovative activity in regular school
Readiness components
|
Motivational
|
Informative
|
Processual
|
|
The presence of motives (attitude towards pedagogical innovation)
|
Fields of knowledge
(theoretical readiness)
|
Mastering the ways
(practical readiness)
|
Emotional potential for
IA readiness
Intellectual potential for
IA readiness
Management potential
for IA readiness
4.3. Ascertaining stage
To establish the effectiveness
of experimental work with future teachers, we used pedagogical assessment method, which made it possible to reveal the formation dynamics of the readiness aspect. At the first stage, the initial state of this readiness for 1-4 courses was revealed.
Table 1: The state of readiness of future teachers for innovative activity in
regular school (in %)
|
№
|
Studied courses
|
Levels of readiness formation (in %)
|
|
High
|
Average
|
Low
|
|
1
|
I
|
28
|
47
|
25
|
|
2
|
Ii
|
30
|
46
|
24
|
|
3
|
Iii
|
33
|
44
|
23
|
|
4
|
Iv-control
|
36
|
43
|
21
|
|
4
|
Iv-experimental
|
38
|
42
|
20
|
The table shows that the level of readiness of future teachers to
innovative activity in general education school at all courses is low.
4.4. Forming stage
We have conducted a purposeful work using our methodology.
We guided the future teachers through the main stage, which is
teaching elective courses such as "pedagogical
innovation"
and
"innovative pedagogical
technologies" to bring them to the practical
implementation of the main didactic purpose of the teacher - the formation of
students'
ability
to
learn. "Pedagogical foundations of
innovative
activity of the teacher" course developed by us, served as a tool for improving the qualifications
of the hei teachers in the field of innovative
activity. The next elective course "pedagogical innovation" was delivered by the author for several years (2015-2017) for future teachers of different pedagogical
specialties. The course consisted of lectures and practical
exercises in the amount of 45 hours and was included in "elective courses" block. The goal of the course was to familiarize
future teachers with the
subject, tasks, methodology of pedagogical innovation, its composition, structure and functions, as well as innovative educational processes taking
place in Kazakhstan
and
abroad. We also organized and conducted "innovative pedagogical
technologies" elective course for graduate
students. The goal of this course was to familiarize future teachers with
the
essence of pedagogical technology, history of its development,
the
classification of pedagogical technologies, and also teach future teachers
to design and implement innovations in the educational process of regular
school. In the process of conducting the formative experiment, we
developed innovative exercises on the example of "pedagogy" course, which contribute to the formation
of
professional knowledge, skills and
qualities in future teachers. The effectiveness of these classes has been
tested using standard and experimental criteria. The activity of the center
for
innovative education "future school" created by us
was
aimed
at
creating conditions that ensure each future teacher the opportunity to disclose individual abilities, develop research skills, determine the criteria
for an innovative school, study the innovative experience of regular
schools with a view to generalizing
and
distribution them in practice, the development and implementation
of
pedagogical innovations, the
organization
of
an advanced training course for hei professors and
schoolteachers
on teaching topical issues of pedagogical innovation.
Practice has proved the effectiveness of this center.
4.5. Control stage
The subsequent
"assessments" were taken after a purposeful work using our methodology. The second "assessment" was conducted with the
students of 2 - 3 year, after studying the basic courses of psychological and pedagogical
disciplines, private techniques. The third "assessment" was conducted after the end of the pedagogical
practice of the graduate students, i.e. the effectiveness
of
experimental
work can be traced in
independent
practical
activity. The readiness
level of students to innovation in regular
school was checked by taking into
account the previously
described criteria and indicators and the use of methods and new research technologies. The analysis of diagnostic characteristics of
the
readiness of future teachers to innovative activity in regular school at
the end of the experiment indicates that significant changes have taken place at all levels. The dynamics of the readiness can be traced in table 2.
Table 2: Changes in the levels of readiness of future teachers to innovative
activity in regular school (in %)
|
№
|
Studied courses
|
Levels of readiness formation (in %)
|
|
High
|
Average
|
Low
|
|
1
|
I
|
28
|
47
|
25
|
|
2
|
Ii
|
29
|
46
|
24
|
|
3
|
Iii
|
33
|
44
|
23
|
|
4
|
Iv.
|
36
|
43
|
21
|
|
4
|
Iv.
|
42
|
42
|
16
|
As
can be seen from the presented data, high level of readiness
for
innovative activity was demonstrated by an average of 42% of graduate
students.
Representatives of
a
high level have mastered not
only the knowledge system of the program, i.e. Theory
and practice knowledge of pedagogical
innovation,
the methodology of
developing and
applying
pedagogical innovations, transferring innovative experiences, but also
began creatively treat the problem
of
introducing pedagogical innovation in general education school. Significant growth
is observed in the average level of the readiness formation (42% of respondents), characterized by
the
mastery of innovative knowledge, availability of innovative skills, and
an active positive attitude toward pedagogical innovation. A low level is
observed in 16%
of future teachers, who
demonstrated: mastering of
certain innovative skills, positive-passive
superficial attitude to the
implementation of
innovative activities, fragmentary interests, lack of
examples of involving their colleagues in the development and application of innovations.
Proceeding from the professiogram
of
a general education school
teacher, we believe
that low (16%) and average
(42%) levels of future
teachers readiness to innovative activity can be attributed to sufficient, then together they make up 58% of the surveyed graduates.
High
level (42%) of readiness is considered ideal; we should focus on this ideal during organization of teaching and educational work in hei. This table shows that it is necessary to conduct a purposeful, systematic work on the
formation of future teachers' readiness to innovative activity
from the first year; the interrelated work
of pedagogy and
psychology departments, private methods, special disciplines is necessary; special courses give an
increase in the dynamics
of the studied readiness. Analysis of the table
shows that in the process of experimental work, there is an increase in the high level of future teacher’s readiness to innovative activity (from 28% to
42%). It can be seen from the table that the low level of future teacher’s
readiness to innovative activity is significantly reduced: 1 and 2 year -
25% to 16% for the final-year students. If at the beginning
of the experiment
the future teachers had weak innovative knowledge, skills, motives, then in the end we see a significant growth. The students
of the experimental group statistically exceed the students of the control group in
terms of the readiness to innovation activity.
As a result, it can be stated
that the results obtained are reliable and statistically significant. Therefore, with a probability of 99%, it can be
said that the number of future teachers with a high level of readiness
to innovative activity in the experimental group is significantly larger than in the control group. Experimental work on formation of future teacher’s
readiness to innovative activity has allowed us to establish the dynamics in
all structural
components
of the model. Analysis of the experimental
work results shows the effectiveness of the developed technology
on
the formation of the future
teacher’s readiness to innovative activity in general education school.
During the experimental
work on the technology developed by us, we have eliminated the gaps in the formation of future
teacher’s readiness to innovate activity, which has been reflected
in their knowledge, skills and motivations.
5. DISCUSSION
The study of psychological
and pedagogical literature allows us to
state the absence of special studies devoted to the problem of forming future teachers' readiness to innovative
activity. The problem
of innovation was relevant throughout the history of the development of
pedagogical science and the school.
Problems
of innovation in education received
coverage
in
the
works of (HIEBERT, et al., 1996, BROWN, et al., 1999, BLÖMEKE, et al., 2014) see innovations from the methodological standpoint. The use of innovative methods and forms of education was reflected in the works of (BEKISHEV,
2013, YAKAVETS,
2014, KERIMBAYEV, et al., 2016)
and
others. At the same time, the complexity and versatility of the innovation theory etiology leads to introduction of many scientific
approaches to its study in different fields of knowledge. The theory and practice condition of higher education shows that, despite the ongoing
reforms in
the
system
of higher
education
and
intensification of
the
research on various aspects of pedagogical innovations, the problem
of organizing a purposeful process as one system for forming future teachers'
readiness to
innovation activity is
still present. Innovative activity in general education school is considered by us as
one
of
the work aspects of an educational institution in development dynamic, which is understood as
the
sequence of certain stages characterized
by positive qualitative changes. This activity provides a kind of deviation from the norm, representing a standard recognized in specific socio-economic conditions;
introduction of alternative norms, their borrowing from other spheres. It
provides a combination of means for development, presupposes a conscious transformation of pedagogical reality. The innovative activity of the school, in our
opinion, is the activity of school, in which the idea turns
into an innovation, and a system for managing this process is formed. Formation of the future teacher’s readiness to innovative activities in regular school is based on a profound analysis of the content and nature of the teacher's work. In order to obtain a complete and objective
idea
of the innovative activity in this category, it is necessary
to build an appropriate
structure. When
developing the
structure of the teacher innovative activity, two interrelated and interdependent objects were taken into account: the personality of the teacher and his/her innovative activities. We consider such activity on the one hand as a generalized and largely
unified phenomenon, and on the other hand as a system typical for a certain range of subjects (officials) fulfilling
common goals of school education such as preparing students for independent
living and work in accordance with the requirements of social procurement. This activity consists
in a series of separate actions (ways to achieve a common goal)
and
interrelated components, each of which corresponds to a certain
professional function of this subject teacher. Forming the structure of
innovative
activity, we have chosen from all the qualities and properties only the most professionally significant, generalized for the specialty of
the
teacher.
The readiness
of future teachers
for
innovative activities
in a general education school is formed in the course of university vocational
training. The future teachers readiness
to innovative activity in general
education school
is defined by us as an integral personal education,
which includes the development, search, mastering and use of pedagogical
innovations, manifestation of the corresponding management qualities in order to reveal
the
degree of their novelty. The development of this model based on the structure of innovative activity of a teacher allows us to look more closely
at the problem under study, to evaluate the quality
of the
work of various parts of the university, and to build the model as a standard, based on which the higher school can organize and plan its development. System and structural analysis and study
of
the teacher's
professional-qualification characteristics have created the necessary prerequisites for building a model
for the formation of the future
teachers’
readiness to innovative
activity in general education
school. The tasks of
our research are closely related to the structural conceptual model, which
allows us, by establishing the structural similarity of the model and the
original, based on content model information, to obtain information about
the
original content. The search for the constituents of a structural-content model for the
formation of future
teachers' readiness for innovation showed the following components: goal, objectives,
theoretical and
methodological basis, content, principles, monitoring,
and result. The
structure and content of the future teachers' readiness for innovative
activities as a
complex psychological and pedagogical system is
characterized by the following content components: motivational, content and procession. The structure and content of the future teacher's readiness
to innovative activity include the following:
- Emotional potential of the future
teacher's readiness to innovative activities, including psychological aspects;
- Intellectual potential
of the future teacher's readiness
to innovative activity, based on the necessary knowledge;
- Managerial potential
of the future teacher's readiness
to innovative activity, containing motivational, role, guiding components. In pedagogical
science and in practice, the desire to comprehend the whole pedagogical
process from the position of management science, to give it a scientifically grounded nature, is increasingly intensified. Management in relation to the learning process is a focused, systematic
impact of the teacher on future teachers
and an individual student to achieve the desired learning
outcomes. The main task of managing
the
process of innovative
future teacher’s readiness is to strengthen the dynamism
and
stability of
educational and innovative activities,
to
guarantee higher results of this training by regulating the efforts of the
teaching staff in achieving the goal. In the developed program of the continuous managerial process for forming the readiness
of future teachers to innovative activity, we distinguish three main
management cycles:
- objective, focused on determining the real state of the problem at all
implementation levels,
developing a technology for readiness of
future teachers to innovative
activity, training faculty for the introduction of technology for future teachers readiness to
innovative activity;
- effective and practical, endorse the meaningful lines of forming the readiness of future teachers
for innovative activities, i.e. The potential of state compulsory
educational standard, the technology
for
forming the readiness of
future teachers
for
innovative activities, the system
of elective courses ("pedagogical foundations for the innovative activity of teacher" for university
teachers, "pedagogical
innovation" and "innovative pedagogical
technologies" for future teachers). Decision-making
on the functioning
of
the innovation center "future school", on managing
the
process of preparing future teachers'
readiness for innovation
based on the results of monitoring the formation of their innovative
readiness.
6.
CONCLUSION
The purpose of this
study
was
to
determine the relationship between organizational culture and organizational entrepreneurship
in Kazakhstan
General Education Department. The results of the research showed that there is a positive and significant
relationship
between
organizational culture and organizational entrepreneurship. It was found that the readiness of future teachers for innovative
activities
in general
education
schools,
as an integral personal
education, can be effectively
formed provided
that scientifically substantiated
methodological,
methodological and technological fundamentals for the solution of basic psychological
and pedagogical tasks (readiness model, program of
continuous managerial process, monitoring system and implementing technology)
as
a single pedagogical system. The above mentioned will ensure the study, mastering
and use of pedagogical innovations
by future
teachers, manifestation
of
their respective managerial qualities, since this corresponds to new achievements and prospects for the development of an innovative education system.
Thus, the research key tasks were solved, theoretical and
experimental data that confirm the originally proposed hypothesis were
obtained; that allows us to draw general conclusions:
- Personal, activity, reflexive, synergetic
and
systemic approaches chosen as methodological guidelines set qualitatively
new
parameters in the study of preparing teachers for innovation;
- Innovative activity of a teacher in a comprehensive school is an essential
characteristic of an integral pedagogical process and is an object of professional training for a teacher;
- the readiness
of
future teachers for innovative activities is an integral personal education
that combines motivational, content, procedural components that include emotional, intellectual,
managerial potential of readiness for innovation;
- technological model of forming the readiness of future teachers
for
innovative activities in a general education school includes
monitoring of its
formation,
business
games, trainings,
development of future specialists in innovative activities;
- the main trends in the process of forming
the readiness of future
teachers for innovative activity in general education school make
up
its dependence on theoretical and technological components of
professional and
pedagogical
education and competence of the
faculty staff.
The findings do not pretend to be an exhaustive
solution to this problem.
For
further improvement of the innovative readiness of future teachers, in our opinion, it is necessary:
- To improve the existing standards
(curricula and programs),
taking into account modern reforms in education, culture and
economy;
- To broaden the curricula, research task programs;
- To strengthen the interrelationship
of
pedagogical specialties of
higher education institutions and general education schools with the aiming at constant improvement of innovation system of the latter.
In general, it can be concluded that the organizations
in which the culture of supporting
innovative ideas and ideas provides an area for
promoting enterprise entrepreneurship. Country sports managers should
consider improving
cultural indicators resulting from organizational
entrepreneurship. It is recommended that managers of sport organizations create a supportive organizational culture in which staff members express
their thoughts freely. In such a situation, with engagement of employees,
people are empowered and able to make more creative work. By creating a good fit, employees will meet new needs and environmental and
customer changes with entrepreneurship
rather than traditional ones. By relying on transparent missions and employing entrepreneurial strategies,
employees can realize the goals of the organization. The sports managers
of the country
should rely on these findings to create a suitable cultural environment in line with creativity, innovation and entrepreneurship
in order to solve problems.
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