Evaluation of Innovative Readiness of Teaching Staff of Universities

Avakyan, I B; Виноградова, Г. А.

doi:10.17759/psyedu.2020120102

Cited by 6 publications

(2 citation statements)

References 15 publications

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“…Активно изучаются такие качества, как готовность к самоизменению, лабильность ментальных установок, саморазвитие личностных качеств, необходимых в современном обществе («ресурс успеха», уверенность в собственных силах), активная позиция, ответственность, креативность, продуктивные стратегии жизни, жизненный потенциал и жизнестойкость [14; 20], наличие которых способствует переходу от стратегии примитивного функционирования к стратегиям более высокого порядка и творческому самовыражению в профессии [17]. Также затрагивается проблематика, связанная с готовностью личности к изменениям посредством изучения инновационной готовности [1] [3], которые будут направлены на активные и целесообразные действия в новых условиях. Целостность данного состояния выражается в повышении жизненного тонуса, поиске возможностей выхода из сложных ситуаций, оптимизме, принятии нового и неопределенного, гибкости планов.…”

Section: Introductionunclassified

The Relationship of Readiness for Changes and Self-Organization among Teachers of Higher Education

Semenova,

Pavlova

2023

Psychological-Educational Studies

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<p>The relationship between personal readiness for changes as a psychological state that mobilizes personal resources and self-organization as one of the leading professional competencies of a modern higher education teacher is substantiated. The proposed assumption that readiness for change and self-organization have characteristic interrelations is substantiated. The materials of an empirical study obtained on a sample of teachers from different regions of the Russian Federation aged 30 to 70 years, with teaching experience from 3 to 50 years in the amount of 138 people are presented. The methods “Personal change readiness survey” PCRS (Personal change readiness survey) S. Rolnik, V. Hull, N. Heather, R. Gold (adapted by N.A. Bazhanova, G.L. Bardier); "Technological Readiness Index (TRI)" (A. Parasuraman, K. Colby) adapted by Yu.V. Khlopovsky; questionnaire "Diagnostics of the features of self-organization" (DOS) (A.D. Ishkov); author's questionnaire "Professional competencies of a teacher of higher education" were used. Empirical results indicate a low level of readiness for change and an increased level of self-organization indicators, where the indicator of goal-setting is most pronounced, and the least – correction. Conclusions are drawn about the positive relationship between readiness for change, self-organization and optimism, as well as the inverse correlation of these indicators with the level of discomfort that occurs when using various technical innovations in professional activities. The revealed interrelations of indicators of the studied phenomena allow us to most thoroughly approach the formation of a system of professional competencies of a modern teacher of higher education.</p>

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Section: Introductionunclassified

The Relationship of Readiness for Changes and Self-Organization among Teachers of Higher Education

Semenova,

Pavlova

2023

Psychological-Educational Studies

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“…Исследование такой реальности, как стресс инноваций -задача и практически, и теоретически весьма значимая и актуальная. К большому сожалению, несмотря на многочисленность более чем полувековых отечественных и зарубежных, традиционных и современных исследований инноваций, их препятствий и трудностей, условий (не) успешности и (не) эффективности, а также исследований дидактогений и иных нарушений, возникающих в образовательном процессе [1][2][3][4][5][6][7][8][9][10], понятие стресса инноваций формулируется и раскрывается нами практически впервые. Мы развиваем понятие стресса инноваций, введенное М. Р. Арпентьевой для описания психологических процессов и эффектов, сопровождающих внедрение инноваций и последующее осмысление причин, процессов, результатов и последствий инноваций субъектами образовательной или иной организации [11; 12].…”

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The innovation stress in education

Arpentieva¹,

Gaidar

Kunakovskaya

2021

Prof. obraz. sovrem. mire

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This article focuses on the stress of innovation in higher and secondary education. The authors discuss the concept of stress of innovation. The stress of innovation in educational institutions is the stress that occurs in the process and as a result of introducing innovations in education. Iinnovations for students and teachers are situations evoked stress and post-stress disorders (didactogeny in forms of pediogeny, mathetogeny and eductogeny). Innovation also acts as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern the transformations and deformations of personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main study objectives are to find out how the stress of innovation in education affects the professional and academic success of teachers and students; and what way it relates to their satisfaction with themselves, their health and life in general. The main research method is a theoretical analysis of problems of the stress of innovation among students and teachers in higher education. At the same time, many conclusions were generalized and extended to secondary education and education in general. The obtained results made it possible to conclude that pupils (students) and teachers need both training in productive and effective methods of preventing and correcting the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas about possibilities, limitations, mechanisms and directions of development in crisis and stress periods. Crisis and stress states of the child or adult psyche are conditions, which forming and fasten the risk of deviant behavior, developmental disorders, diseases and injuries, etc. These changes become more pronounced in cases, when under conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in education are connected by an idea – the creation of conditions under which the development of a man as a person, partner and student/professional is inevitable, and not just stated or impossible. While developing an integrative model to prevent and overcome the stress of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny), it is important to set and solve the tasks of stress prevention and correction in the process of developing education subjects in different contexts: educational, professional, personal and interactive development ones. Preventing and correcting education in innovative education (and the stress from innovation) is associated with the prevention and correction of pediogeneias (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenias (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenias (harm associated with the deformation of organizational conditions and forms of training and education). A component of this work is psychological (psychotherapeutic) assistance to the education subjects (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

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