Pedagogo novacinės veiklos sampratos erdvė ir struktūra : teoriniai aspektai

LTStraipsnyje, vadovaujantis įvairiais moksliniais požiūriais, grindžiama pedagogo novacinės veiklos samprata bei struktūra. Siekiant šio tikslo, apibendrinama vadyboje, materialinės gamybos srityje, edukologijoje ir kt. vartojama novacinės veiklos apibrėžčių įvairovė, parodoma, kokie tarpusavyje besisiejantys elementai sudaro šios veiklos sandarą, kuo ji skiriasi nuo kūrybinės veiklos ir kokia yra jos vieta šiuolaikinės visuomenės vystymosi situacijoje. Pedagogo novacinės veiklos samprata formuluojama atsižvelgiant į novacinės veiklos, jos struktūros bendrąją apibrėžtį, kuri projektuojama į pedagogo veiklos kontekstą. Pastarajame kontekste taipogi akcentuojama novatoriškos veiklos vieta bendroje pedagogo veiklos sistemoje. [Iš leidinio]Reikšminiai žodžiai: Novacinė veikla; Pedagogo novacinė veikla; Pedagogo novacinės veiklos samprata, struktūra, turinys; Samprata; Struktūra; Turinys; Conception; Content; Innovative activity; Innovative activity of an educator; Structure; The concept of innovative activity of a teacher.

ENThe article aims at grounding the concept of innovative activity of a teacher. [...] The paradigm of teaching also undergoes certain changes, shitting from the emphasis on teaching as a whole to learning how to learn. This context requires a lot of teacher's competence, stimulates his/her clear understanding of the importance of constant change and the improvement of his/her activity, and drives a teacher to implement all this in pedagogical practice. The importance of teacher's innovative activity appears to be clearly seen in the context of change. The authors of the article are trying to find a solution to such research questions: what is the expanse of the concept and structure of modern innovative activity of a teacher and what is the place of teacher's innovative activity in the general system of pedagogue's activities? Grounding the innovative activity of a teacher and making references to scientific literature sources, the authors analyze a general concept of activity, reveal its structural elements, present the structural scheme of activity, and analyze the classification problem of this phenomenon. The peculiarities of a pedagogue's activity are also discussed in the article; the main functions of his/her activity and the structure are being stressed. The definition of the concept and the structure of activity are thoroughly analyzed presenting the relation between innovative activity and creative activity.Taking into account the above mentioned analysis, the concept of teacher's innovative activity is formulated, the structural space of this concept ant its place in the general system of a pedagogue's activity are pointed out, The following major conclusions can be formulated generalizing theoretical substantiation of a pedagogue's innovative activity: teacher's innovative activity is one of the most important types of modern pedagogue's activities which enable him to meet the needs and perspectives of educational change in the best possible way; innovative activity of a teacher can be described as acting with the clear aim and structure which takes place in the teaching/learning system, when a pedagogue develops, overtakes, and implements (or not) educational innovations; the following interrelated elements make the structure of a pedagogue's innovative activity: the analysis of the situation of a pedagogue's activity, the development or overtaking of an educational innovative idea, the development of a plan for embodying educational innovation, its implementation, the evaluation of the process and the diffusion of educational innovation which could possibly not take place; innovative activity takes a significant place in the general system of pedagogue's activities as the elements of this activity appear to be very important and are employed performing other functions of pedagogue's activities (constructive, organizational, communicative, and managing). [From the publication]