The essence of innovative processes in education is the solution of two problems - the study and generalization of advanced pedagogical experience and its dissemination, the introduction of the achievement of psycho-pedagogical science into practice.
The teacher of innovative type acts as the author and developer of new training programs. Including the researcher, the user and at the same time the propagandist of the newest technologies and concepts in the pedagogical process. The teacher selects and assesses the possibility of applying new ideas and techniques offered by colleagues and pedagogical science. At present, there is a need for innovative pedagogical activity and is determined by the conditions of the development of society, culture and a number of life circumstances.
The first is the ongoing social and economic changes in society.
Second , there is an intensification of the humanitarization of the content of education.
The third is a change in the attitudes of the teachers themselves towards mastering and applying the new in the pedagogical process.
The fourth is the entry of educational institutions into market relations and the creation of non-state schools. Thus, there is competition.
The concept of "teacher of innovative type" implies the teacher's openness to experiments, innovations and changes in the pedagogical process. The teacher must perceive different points of view without changing his own vision of the problem. Such a teacher is focused on the present and the future, but not on the past. He overcomes the obstacles created by life, plans the future, all his actions and achievements. He inherent sense of justice and he sees the high value of education and education.
An innovative type teacher is a creative personality, which is itself a component of the innovation process in pedagogy.
Modern society, its development, requires the teacher to innovate behavior. This means active and systematic creativity in the implementation of pedagogical activity. Constant learning and absorbing the experience of colleagues, but do not lose their own level of creativity and thus enter the pedagogical community.
The school is practically a collective subject of innovation. Only in it it is possible to carry out a live educational process, preserving the integrity of the world without borders in the space of our education. It is the "unit" of the education system. At present, in our country only the development of a scientific approach to pedagogical innovations is passing. This science tries to solve the problem of an integral theoretical concept of the composition, structure and functions of pedagogical innovation.
Modern school and society needs creative specialists who will ensure the effectiveness of teaching with new approaches and innovative activities.
There can not be a general model of the teacher-experimenter. In what system this teacher was created, that ideology he will adhere to. In the innovative pedagogy, the principle of the person-oriented approach to the learning process operates. Thus, there is the possibility of creating a new one. In addition, it gives freedom of choice. It's absolutely clear to everyone that the more choices there are, the better. Therefore, now the task is to prepare pedagogical personnel of an innovative type. The main task of professional education of teachers is the ability to solve creative tasks. The formation of the teacher of the future should model his innovative activity. The basis of the teacher training concept is systemic and reflexively active, as well as individual creative approaches. In addition, it is important to ensure the construction and functioning of the process of shaping the personality of the teacher. Analyzing the problems of school education, it becomes clear that the formation of innovative activities of the teacher is necessary. The emergence of an innovative teacher in school is a task with a deep social and pedagogical meaning. And it is the solution of this task that directly affects the success of the changes in the system of general education itself, as well as the prospects for the development of the school. Now you know what a modern teacher should be and what a teacher of an innovative type should be able to do, just such teachers should represent our modern school.