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THE QUESTION OF THE PHENOMENOLOGY OF MODERN EDUCATION // Pedagogical Review. 2017. Issue 1 (15). P. 169-172

The article considers particular features of the conceptual vision of modern education. On the basis of the comparative context of philosophical positions and the traditional understanding of the educational space describes the conception of the educational space as the space of the phenomenal, the essential relation to the content of education and its organization; the content of education is described through a set of characteristics, the study of which allows to define separate vectors of development of the new format of the educational space. Traditional education is described in the institutional education plan, its socio-cultural and historical determinancy, influencing the openness of the educational space, which is reflected in the formation of the semantic aspect. Presents the analysis of various positions of formation and designing of the content of education, in particular student-centred and subject-specific aspects; the accent is on the description of the position of relationship to the actual substantive terms of education as to the transcendental sphere, not the fixate of educational material, no matter how wide its limit is; estimates in the context of the study the presented understanding of the concept «motivation». The total of the above arguments allowed us to describe the actual format of the educational space in general, highlighting the internal changes occurring at the conceptual level.

Keywords: educational space, institutional education, content of education, the context of educational and pedagogical activity, pedagogical practice

FORMATION OF FUTURE TEACHERS’ READINESS FOR INNOVATIVE ACTIVITY // Pedagogical Review. 2022. Issue 1 (41). P. 44-50

The problem of formation of readiness of future teachers for innovative activity is considered on the example of the course «Innovative activity in the subject area «Russian language». Based on the totality of the described and analyzed author’s interpretations of the concept of «innovation in education», a research position has been formed regarding innovation as an important element of maintaining education in a state of dynamic development adequate to the requirements of modern society, as a phenomenon of collective or individual professional creative activity of a teacher. The methodological basis of the study was the analysis of scientific and program-methodical literature, a set of methods of systemic and personality-oriented approaches. The article describes the experience of forming the readiness of future teachers for innovative activity on the example of the course «Innovative activity in the subject area «Russian language»», within which systematic theoretical, methodological and practice-oriented training of students is carried out, leading types of educational activities are presented (specially organized work with scientific sources, with practical material, practical tasks of a development nature, project activities). According to the results of the study, it is concluded that the formation of a future teacher’s readiness for innovation contributes to the manifestation of a conceptual position in the subject area, the identification of a resource for development and innovation (including potential) in it, and their critical assessment, the creation of conditions for the search for innovative solutions in the educational space; this competence is an important component in the professionogram of a modern teacher.

Keywords: innovations in education, readiness for innovation, innovative processes, educational potential, criticality