Сборник научных статей международной научно-практической конференции «Современные тренды педагогического образования»

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The innovative orientation of pedagogical activity involves the inclusion of teachers 
in the process of creating, mastering and using pedagogical innovations in the 
practice of teaching education, creating a certain innovative environment in the 
school.This raises the question of who can and should be the distributor and 
propagandist of new pedagogical ideas and technologies. Groups of trained teachers 
under the supervision of the Deputy Director for research or the head teacher of the 
school should study and disseminate the experience of an individual teacher or the 
experience of a school, the results of scientific research. The need to create such 
groups is explained by a number of circumstances. First, the author of a pedagogical 
innovation or any constructive pedagogical idea or technology does not always 
realize its value and prospects. Secondly, they do not always consider it necessary to 
implement their ideas, as this requires additional time, effort, etc.
Criteria for 
pedagogical innovations. Taking into account the existing experience of research in 
pedagogy, we can determine the following set of criteria for pedagogical innovations: 
novelty, optimality, high performance, and the possibility of creative application of 
innovations in mass experience.Thus, innovative education includes a personal 
approach, fundamental education, creativity, essential and acmeological approach, 
professionalism, synthesis of two cultures (technical and humanitarian), and the use 
of the latest information technologies.In the modern period, it is extremely important 
to develop and apply open systems of intensive training. These systems give the 
student the opportunity to choose the appropriate training technology and develop an 
individual program for the formation and actualization of personality. But the 
implementation of the synthesis of open systems of intensive training is possible only 
if a number of conditions are met. A module is a logically completed part of the 
educational material, which must be accompanied by the control of students ' 
knowledge and skills.The basis for the formation of modules is the working program 
of the discipline. A module often coincides with a discipline topic or a block of 
related topics. At the same time, in contrast to the topic, everything is measured in the 
module, everything is evaluated: the task, work, attendance of classes, starting, 
intermediate and final level of students[1]. The module clearly defines the learning 
goals, objectives, and levels of study of this module.The current socio-economic 
situation is characterized by the fact that many areas of human activity, including 
education, are rapidly developing due to the introduction of various innovations. A 
person in this situation will have to be not only a performer in their implementation, 
but also a direct Creator of innovative processes. Innovations in society and education 
are both a result, an effective way, and a means of restructuring society and 
education.Initially, it appears a little more than a hundred years ago in cultural studies 
and linguistics when describing the processes of cultural diffusion (transfers), when a 
phenomenon from one cultural area penetrates into others, where it appears new in 
relation to what has already been formed there as a tradition. Such innovative 
processes were interpreted as the main cross-cultural factors in the development of 
various cultural formations (rituals, languages and dialects, social institutions, 
technologies, etc.).After the "great depression" of the early 30s, the term "firm 

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innovation policy" became popular among American managers; the content of this 
term boils down to something like this: a firm can gain advantages in sales markets 
and maximize profits not so much by manipulating prices, but by constantly updating 
its products. Since the dynamics of innovation assimilation largely depends on the 
characteristics of the innovation itself, E. Rogers identifies five of its characteristics 
that have the greatest impact on the rate of assimilation.In the Russian literature, the 
problem of innovation has long been considered in the field of economic research. 
However, the spread of innovative processes to all spheres of human life has led to 
the need to study these processes in terms of their essence, structure, classifications 
and features, not only in science and technology, but also in the field of management 
and education.The formation of the science of innovations took place mainly within 
the framework of the concept of scientific and technological progress in General, A. 
I. Prigozhin believes that "the selection of innovations into a relatively independent 
subject of study began with research on the social consequences of industrial 
automation. Specialization in the field of innovation took place belatedly. This was 
caused by insufficient attention in the past to the tasks of accelerating scientific and 
technological development and improving management." If in the 70s. the science of 
innovation in the West is becoming a complex, branched industry, but in these years, 
responding to the steady dictates of social development, innovative research in our 
country has just begun to take shape in an independent direction of scientific activity. 
According to researchers O. G. Khomeriki, M. M. Potashnik, and A.V. Lorensov, 
pedagogical innovation processes have been the subject of special study by scientists 
since about the end of the 50s of the 20th century in the West and in the last 30 years 
in our country. Addressing the problems of innovation and identifying them among 
the most important areas of modern scientific thought was the result of awareness of 
the increasing dynamics of innovation processes in society. The development of 
pedagogical innovation in our country was hindered by the monopoly of one ideology 
and the totalitarianism associated with it in the management of all spheres of life, 
science, and school [2], as well as by the complete disregard of the requests and 
needs of the developing socio-cultural space."Like many things in the world culture, 
pedagogical innovation as a scientific discipline did not exist for us until recent 
years," says S. D. Polyakov, a prominent researcher of the problems of pedagogical 
innovation. - It cannot be said that Soviet pedagogy did not study the introduction of 
the new in public education at all. But this problem was limited to the introduction of 
scientific achievements and the dissemination of advanced pedagogical experience. 
And in these studies, the image of the teacher emerged as a person who is enough to 
fill with new knowledge and skills (and, perhaps, to make reasonable demands on 
him), so that he becomes inspired and effectively use new ideas and ways of working. 
M. V. Clarin considers one of the ills of Russian pedagogy to be the separation from 
the world experience, both in scientific and applied fields, when innovative didactic 
findings of world pedagogy remain little known even for specialists, and teachers, 
experiencing a huge need for fresh ideas, have the opportunity to get acquainted, at 
best, only with fragments of innovative technologies developed by foreign scientists; 

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he speaks of the need to integrate domestic theory and practice into the world 
pedagogical culture [3].The democratic changes of recent years have provided 
teachers with additional opportunities to implement their bold ideas and initiatives, 
legislating the right to freedom of pedagogical creativity. And this is where the 
practice encountered a contradiction between the need for development and the 
inability to implement it. Many of our managers (not to mention teachers), 
unfortunately, are not fluent in such concepts as "new", "innovation", "innovation", 
"innovation process", which are not as simple and unambiguous as it may seem at 
first glance.The concept of "innovation" (lat. in - in, novus - new) is interpreted as 
innovation. A. I. Prigozhin belongs to the following definition of innovation: 
innovation acts as a form of managed development and is a purposeful change that 
introduces new, relatively stable elements into the implementation environment. The 
latter may be purely material or social, but each of them in itself represents only an 
innovation, i.e. the subject of innovation. Innovation is a process, i.e. the transition of 
a system from one state to another. Accordingly, the subject of innovation is the 
creation and dissemination of various types of innovations.Researcher of innovations 
A. I. Lapin notes that the etymology of the word "innovation" indicates that it means 
"introduction", i.e. the creation and use of any innovation. (Specifically, we are 
talking about those innovations that arise in response to a certain social need). 
However, N. I. Lapin notes that innovation and innovation are not identical concepts. 
Innovation is a broader definition, it means the process of creating and using 
innovation. An interesting, though not indisputable, interpretation of the term 
"innovatio" (innovation) - innovation is offered by the researcher A. Pinsky. Let's 
give it in full: "For modern consciousness, semantic subtlety was very significant - a 
successful combination of two moments in a word: the appearance, creation of a new 
one, as such, and at the same time its implementation, implementation. Indeed, on the 
one hand, where and how does the new arise in the world? (from intuition? from the 
spirit? from pure creativity?.. - this eternal philosophical question has always 
attracted the thought of man, has never been exhausted). On the other hand, the Latin 
prefix - in - emphasizes the practical, technological side of the implementation of this 
ideal and mysterious new (the shade of practical everyday life is also well felt in the 
Russian equivalent of innovation), and not in itself, but in the already existing reality 
and in its previously formed cultural framework and contexts."So, the innovation 
process has attracted and is attracting the attention of a number of scientists both in 
the West and in our country. As mentioned above, innovation has been established as 
an inter-disciplinary and multi-disciplinary field of research. Her "parents" and 
"relatives" were philosophy and sociology, management theory and psychology, 
Economics and cultural studies. This explains the fact that pedagogical innovation, 
which has developed into an independent branch, has a conceptual apparatus that is 
replete with terms borrowed from the above-mentioned areas of human knowledge. 
Social change is associated with the innovation process only at an early stage of its 
diffusion, and innovation can be both a cause and a consequence of social changes, 
and the resulting change brings new ideas to the system. The diffusion process is a 

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phenomenon that arises from the agreement of potential recipients of innovation with 
the proposed changes and is partially the result of the interaction of these units [4]. 
This is something more than a simple sum of positive decisions of individuals, and is 
an emergent property of the subsystem of the relevant social subject. It includes the 
phenomenon of interaction between a proponent (agent) and a potential proponent of 
innovation.
The result of acceptance and diffusion of processes is a structural and 
functional change in the social system. Diffusion can also be defined as the process of 
spreading innovation through communication channels to members of the social 
system. The nature of innovation is directly related to the degree of success of 
diffusion, i.e., the positive perception of innovation by members of the social system. 
The innovation process is modeled as a sequence of phenomena that form the life 
cycle of innovation.Innovation is also considered as an inventive activity, when two 
previously unrelated systems - an individual and an innovation-intersect in a special 
way. The perception of novelty, as such, is purely subjective and does not depend on 
whether the subject under consideration existed as new before or not: the individual 
perceives it as new. A social subject becomes a supporter of innovation when it can 
adequately assess the state of the environment and predict its state in the context of 
the innovation process in terms of the acquisition or loss of social advantages. This 
phenomenon is known as an innovative perception. Innovative perception can 
develop in an individual in the process of acquiring new knowledge and revising their 
values, attitudes, and expectations.The main problem of change management is the 
emergence of the phenomenon of resistance to change which agent becomes a certain 
social group (because the adoption of innovations - the result of group decisions, i.e., 
a function of collective action, reflected in the formation of group consensus on the 
proposed innovation). The reasons for rejection lie in the sphere of consciousness of 
individuals involved in the process of change.The problem of innovations has been 
developed for a number of years, mainly in the framework of economic research on 
scientific and technological progress, where the term "innovation"itself is beginning 
to be used. Gradually, a broader view of innovation is spreading, as a concept that is 
not limited to the sphere of Economics and material production, but more and more 
actively includes the problems of sociology, General management theory, and other 
disciplines, including education. However, there is no generally accepted 
classification of innovations in education yet.One of the most important, in this 
respect, can be considered the work of N. I. Lapin, A. I. Prigozhin, B. V. Sazonov, B. 
C. Tolstoy "Innovations in organizations". The authors created a concept of this 
phenomenon and expressed an important idea: the ability to innovate is one of the 
indicators of society's culture.So, innovation is a process that, developing in social 
systems, contributes to the transformation of their structure.Radical changes in the 
socio-economic structure of society inevitably lead to a change in the requirements 
for education. In such circumstances, change is the only way to survive. Thus, 
innovative processes in education are a crucial factor in the development of the socio-
cultural sphere.By now, it has been realized that innovations are the most effective 
means of achieving strategic goals (socio – economic, socio-cultural, technical and 

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technological) that are not available within the framework of traditional models. In 
this regard, it is legitimate to distinguish four stages in the development of innovation 
processes in the Russian Federation at the turn of the XX and XXI centuries. 

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