Abstract:

The article indicates the findings in the study on the development of the innovative potential of the educational establishment pedagogical staff.

The authors of the article present a model of the development of the innovative potential of the educational establishment pedagogical staff, the stages of its implementation, and the criterial and diagnostic methods for evaluating the results.

This study was carried out in three stages. A stage of information searching, the experiments and after all we generalized the results.
The participants were teachers with different experience, qualifications, work experience and course retraining. Drawing on theoretical developments and practical research, we have identified 3 levels of innovation capacity development: low, medium, high. The two most difficult skills for teachers are the ability to design the content of pedagogical innovation and to use the necessary and the most effective pedagogical technologies. The second one is the ability to determine the problem, the subject, the object, the purpose, the hypothesis, the task of innovation activity for its implementation. The following questionnaires were conducted: Knowledge about Innovation Activity, Ability to Pursue an Innovative Activity, Possession of ICT Technologies. There was a conversation called Identify your Skills in Innovation. During the testing process teachers were divided into three groups: disability specialists and members of the administration, teachers and tutors. In each group, the same combinations of pedagogical conditions were created which ensure the successful implementation of the development model of the teacher's innovative potential.

On the basis of the motivational component level it can be concluded that the motivational level in the pedagogical collective has significantly changed in a positive way. Speaking about the experience of using ICT by teachers, we have the following results. 30% of them have experience in using ICT in their classes from 1 to 3 years. 2% use ICT less than one year. There are no teachers, who do not apply ICT. The frequency of conducting classes using ICT technologies is 1 time per month for 25% of the teachers. And at least once a week for 75% of them. It indicates a high level of ICT technologies in school. Some teachers have difficulties in creating spreadsheets (33%), in preparing multimedia presentations (26%), in finding information on the Internet (2%), in sending a letter by e-mail (7%). There are no difficulties with a text editor. And 32% of teachers have no difficulties in working with ICT technologies. Teachers indicated that they had no experience in creating their own educational products (14%). They also indicated that they had insufficient knowledge and skills in using ICT in their innovation activities (33%), that there were not enough opportunities to complete ICT coursework (35%).

The study identifies the components of the innovation potential. They are knowledge of an innovation activity, the ability to conduct an innovation activity, the ownership of information and communication technologies, motivation for innovations, thinking activity, independence. The findings of the experiment have showed that a set of methods, forms and tools is necessary for the successful development of the innovative potential of the educational establishment pedagogical staff. It was proved during the implementation of the proposed model.

Keywords:

Innovative potential, pedagogical stuff, development model of the innovative potential, pedagogical innovation, independence.