DEVELOPMENT OF MOTIVATION OF TEACHERS TO INNOVATIVE UPBRINGIND ACTIVITY
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2015, Vol 105, Issue 2
Abstract
It is known that the main initiator, creator and media innovation is a teacher, so much important problem to of motivation its innovative upbringing activity as a prerequisite for of qualitative and effective creation, acquiring, deploying and promoting innovation in the upbringing process. The purpose of the article is a theoretical analysis of the implementation of motivation of teachers to innovative upbringing activity and identify practical ways of its development. Under the motivation of educative innovation is the process of formation of motivation to create, capture, dissemination of innovations in the upbringing process, contributing to the formation and development of the modern individual student. Found that promote innovative upbringing activity of motivation is in the process of, and complicated by uniqueness, unpredictability, volatility, unclear motivational process. Analysis of research and teaching practice allowed to determine the motives that together constitute the motivation of innovative upbringing activity. These reasons include: instrensiv motives procedural grounds and contents ekstrensiv motives ) the social motives affiliativ motive, motive of self, prestige motive. In practice, the formation and development of motivation widespread use of external incentives that are associated with financial reward for the implementation and results of innovation, including: premiums, awarding the highest category, improved working conditions, optimal operation, control and mitigation requirements and more. Negative motivation as a kind of external incentive is a verbal punishment, condemnation, comments; material sanctions are fines, allowances, privileges; social isolation is the rejection of collective ignorance, neglect, etc. Analysis of the motives of innovative upbringing activity, give reason to believe that induce to such activities teachers can both internal and external reasons, but the efficiency and effectiveness of innovative upbringing activity affect instrensiv motives. It was found that between motivation and personality traits is the relationship because the properties of the individual features affect of motivation and of motivation features, properties are embodied features. On the successful development of of motivation to innovate teachers affects the objective and subjective factors, including: innovative atmosphere type innovation, long duration of the innovation process, methodology innovation, management innovation model institution and sex, age, and level of anxiety subjective control. Involving teachers in creative activities in troubled laboratories and creative workshops, professional clubs, presentations of innovative educational projects, participation in training teachers for personal growth teacher skills competitions, fairs pedagogical ideas and the use external incentives and support initiatives should provide self)confidence, self) development and self)realization of teachers that will contribute to the development of innovative educative of motivation of teachers.
Authors and Affiliations
V. Yahognikova
Keywords
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