AN INTRODUCTION OF PEDAGOGICAL THEORY IN MASS SCHOOL PRACTICE

Abstract

Introduction is an independent problem, a specific scientific phenomenon that influences professional competence of teacher. The concept of «introduction» is interpreted as a specially organized systematic process aimed at improving pedagogical practice based on innovations (new achievements of pedagogical science, pedagogical technologies, model experience) that includes values, quality of knowledge, skills and abilities of students that contribute to the development of professional competencies of teachers, and, consequently, provide their lifelong education and high competitiveness. Teacher should have practice-oriented criteria to find innovations and introduce them in his activity, i.e. to have a model picture of the object of introduction. Introduction should be mandatory, focused, systematic and manageable process that is objective, motivated and independent of enthusiasm, desires and preferences. The introduction process for operational use should be accompanied by scientist, author of innovations and it should include a set of scientific and methodological developments. This is a joint work of scientists and methodological bodies. The main element of introduction should be a comprehensive study and scientific selection of its object. An important stage in introduction is a focused creation of the best practices in activities of the best teachers in school based on the idea that is being introduced. The success of introduction depends on teaching staff’s competencies and belief in the effectiveness of the object of introduction. Such criteria for assessment and selection of innovations for practical use as up-to-dateness, humanity, child orientation, readiness of innovations for implementation, teachers’s competencies for introduction, continuity with previously achieved experience, compliance with general trends of the development of national education system, integrity, harmonization, effectiveness in modern conditions, real benefits from introduction have been justified. An introduction of innovations in school practice has included four stages: search-determining (selection and introduction in object of implementation); creative-cognitive (conscious introduction in innovations); pragmatic-clarifying (preparation and adaptation of innovations to practice, creation of exemplary experience in practice of the best teachers); final (mass introduction). The focus has been on understanding an importance and place of innovations in the holistic functioning of education, dialectical contradiction between the old and the new, determining an optimal place of innovation in the work of educational institution or teacher.