INNOVATIVE TEACHING METHODS IN THE PERCEPTION OF TEACHERS AND STUDENTS: A CASE OF RUSSIAN UNIVERSITY

The need for new methods of teaching a foreign language with the help of innovations for more efficient allocation of lesson time and achieving greater efficiency is obvious today. Innovative teaching methods (flipped classroom, bring your mobile with you and etc.) are increasingly used in the classroom.), designed to change radically the nature of interaction between teachers and students, to optimize the process of students’ professional and cultural competencies formation. In spite of the unquestionable desire of both sides to achieve maximum effectiveness of the educational interaction, the vectors of this desire do not always coincide with the teaching and the learning.

The aim of this study is to investigate the relationship of the educational process participants to the modernization of its implementation methods. The study was attended by 41 teachers and 235 students of Russian universities. At the first stage of the research in the format of interviewing each of the participants identified educational technologies and methods perceived by the participants as innovative, analyzed their pros and cons (from the position of interviewees). At the second stage, classes in all subjects in groups participating in the study were conducted for four months, mainly using innovative educational technologies. At the end of this stage, all participants were asked to complete questionnaires designed to capture the perception of the activities implemented by the participants.

According to the results obtained, students, despite their expressed desire to attract innovative teaching methods in the educational process, in practice are not always ready for their implementation, because they usually require the active position of each student in educational activities, assume large time spending for the tasks, and often associated with the need to think creatively, while students already face the need to prepare a large number of tasks for classes. At the same time, in the course of the research the influence of attracted innovative technologies to individualization of learning and increase motivation of students' activity was recorded.

The results obtained in relation to the teaching audience were also ambiguous. Even understanding that the use of different channels of information (audit, visual, motor perception) and innovative technologies positively influence the educational communication teachers sometimes try their usage in the classroom as they require a lot of preparations to be implemented correctly. Many teachers noted that the use of innovative technologies is associated with changes in the emotional background in the classroom, which also requires adaptation, both by teachers and by students. The study demonstrated the need for further research of the conditions of application of innovative technologies in the educational process through the prism of their perception by teachers and students, since postulated theoretical provisions on the nature of their influence on the educational results are not always reflected in the process of their practical implementation.