| Article |
|---|
| Article name |
Innovative Educational Alliance as a Format for Supporting Innovative Behavior of Teachers of Preschool Educational Organizations |
| Authors |
Ezopova S.A.Candidate of Pedagogy, Associate Professor esal@mail.ru |
| Bibliographic description |
Ezopova S. A. Innovative Educational Alliance as a Format for Supporting Innovative Behavior of Teachers of Preschool Educational Organizations // Scholarly Notes of Transbaikal State University. Series Pedagogical Sciences. 2018. Vol. 13, No. 3. PP. 6–12. DOI: 10.21209/2542-0089-2018-13-3-6-12. |
| Section |
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| DOI |
10.21209/2542-0089-2018-13-3-6-12 |
| UDK |
373.2 |
| Article type |
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| Annotation |
The article is devoted to the analysis of the concept of “innovative behavior of teachers” and
the definition of the conditions for its development. The aim of the article is to study the state of
theoretical aspects of the problem of innovative behavior in society as a priority area of educational
policy. To achieve this goal, the methods of scientific literature analysis and psychological and pedagogical positions synthesis were used. The phenomenon of innovative behavior is the subject for research in various scientific fields (philosophy, psychology, pedagogy) and is considered both by foreign (O. Janssen, S. G. Scott, R. A. Bruce, etc.) and domestic researchers (Yu. P. Zinchenko, V. E. Klochko, E. V. Galazhinsky, etc.). Attention is focused on the specifics of the innovative behavior of managers and teachers in the field of early childhood education and care, we focus on optimizing educational activities. The reasons that inhibit the innovative behavior of leaders and teachers of preschool education are analyzed and the idea of creating an innovative educational alliance is proposed as a format for its development. Its purpose is to create conditions for the initiation and development of innovative behavior of participants in educational relations (educators and managers) in the format of implementing project-network initiatives. The stages of the organization of the innovative educational alliance and the concept of its constituent parts are revealed: the space of self-actualization; information support space; project-network space; center of educational logistics.
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| Key words |
preschool education, professional pedagogical activity, professional deficits of teachers, innovative behavior, innovative educational alliance |
| Article information |
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| References |
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