Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education

=

The role of professional autonomy in ensuring university teacher’s readiness for innovative activity

O.A. Gavrilyuk, T.P. Lebedeva, A.V. Lakhno
80,00 ₽

O.A. Gavrilyuk is candidate of Science (Education), head of department;

T.P. Lebedeva is associate professor;

A.V. Lakhno is senior lecturer Professor

V.F. Voino-Yasenetsky’s Krasnoyarsk State Medical University

E-mail: oksana.gavrilyuk@mail.ru

 

Considered is the role of university teacher’s professional autonomy in ensuring his readiness for innovative activity within the context of transformation of contemporary higher education. Revealed are universal competences of subjects of educational environment of high school and their innovative potential. Detailed is professional autonomy of lecturer as key factor in ensuring university teacher’s readiness for innovative activity. Shown are categories of universal competences of teacher, as well as stages of his innovative activity. Conclusion is made, that in solving of the problem of preparing of teachers for innovative activity special attention must be paid to development of their professional autonomy, which methodological fundament are competence, context, integrative reflective, inter-cultural and autonomous oriented approaches.

Key words: higher education, innovative activity, innovative development, innovative potential, university teacher, universal competences, professional autonomy.

 

References

  1. The Bologna Process: Learning outcomes and competence based approach. — М., 2009.
  2. Verbitsky, А.А., Ilyazova М.D. Invariants of professionalism: the problems of formation. — М.: Logos, 2011.
  3.  Gavrilyuk, О.А. Professional autonomy of a university teacher: the problem of definition // Psychology and pedagogy today. — Stavropol: Logos, 2013. — P. 7–28.
  4. Zotkin, А.О., Proskurovskaya, I.D. Intellectualization of pedagogical activity in innovative experiences // Innovative processes in pedagogical practice and education. — Barnaul–Tomsk, 1997. — P. 28–42.
  5. Klarin, М.V. Innovations in teaching: metaphors and models. Analysis of international practices. — М., 1997.
  6. Klochko, V.Е., Krasnoryadtseva, О.М. Peculiarities of the operationalization of the concept “person’s innovative potential” // TGU Bulletin. — 2010. — No. 339. — P. 151–154.
  7. Kochetkov, М.V. Development of creative and innovative educational environment and the forthcoming educational paradigm // Alma Mater (Vestnik vysshei shkoly). — 2014. — No. 12. — P. 23–30.
  8. Rats, М.V., Oizerman, М.Т. Reflections about innovations // Problems of Methodology. — 1991. — No.  1. — P. 3–19.
  9. Slastenin, V.А., Podymova, L.S. Pedagogy: Innovative activity. — М., 1997.
  10. Тareva, Е.G. Intercultural approach as an innovation in lingua didactics // Language teaching theory and practice: traditions and innovations. — М.: Tezaurus, 2013. — P. 61–67.
  11. Тоlstov, S.N., Shmelyova, E.А. Innovative potential and educational environment as acmeological resources of development // KubSAU Scientific Journal. — 2012. — No. 79. — P. 2–9.
  12. Khodyakov, D.A. Educational autonomy of foreign language learners: capacity or readiness? // News of VSPU. — 2012. — Vol. 74. — No. 10. — P. 98–102.