Pedagogical innovations in the system of education

Dandybayeva A.S. and Sabanbayeva N.I.

Karaganda University «Bolashak», Karaganda State University named after E. A. Buketov

The study of educational innovations has become increasingly important in education research as many countries around the world have embarked on education reforms that aim to change both the goals and practices in education.

Economic and social achievements of the state, mainly, are defined by their system of knowledge and level of knowledge of citizens. The XXI century is a century of world news and development of knowledge as it provides full development of the state, and plays important role, both in a qualitative life of citizens, and in the world market as a whole.

Higher education development is closely connected with preparation of qualified specialists and development of innovative knowledge. Presently, the main task of higher education is preparation of specialists of high level.

For increasing the level of knowledge in higher educational institutions it is necessary to introduce pedagogical innovations in process of training and to use all possible organizing, educational and developing qualities. For this purpose it is necessary to add the education system maintenance to new problems, which are corresponded to all new requirements of qualitative knowledge and education.

We have noticed that all these qualities have special values in use of innovations by preparation of the future experts.

Especially important question of pedagogics of the higher school is the approach of the student to the future speciality, preparation of a good expert, development of their creative ability and skills of knowledge. To prepare such specialists it is necessary to improve formation process, to form new pedagogical technologies, to introduce new forms and ways of training. And also it is nessesary to strengthen the rate of educational process, its activity and informatization.

We are interested in works of the Kazakhstan scientists who investigate innovative problems:

·Informational development of technologies (D.D.Dzhusubalieva, Е.О.Zhumataeva, Ж.А. Karaev, G.K.Nurgalieva, A.I.Tazhigulova, L.A.Shkutina, M.S.Malibekova and etc.);

·Development of pedagogical innovations (B.A. Abdikarimov, S.A. Abdimanapov, E.Z.Battalhanov, S.N.Laktionova, Sh.T.Taubaeva and etc.);

·Innovative activity of the teacher (M.Zh.Zhadrina, S.Zh.Praliev, K.М.Nagimzhanova and etc.

The special contribution to pedagogics has been brought as a result of scientific researches of the above-mentioned authors. The pedagogical innovation positively effect on development of the pupil, its thinking, ability to represent and express emotions in intellectual activity. The innovative phenomena in educational branch have started to extend widely in the late eighties.

Innovations in pedagogical process mean distribution of new ideas or qualitative improvements in the organisations of process of training, , methods, forms, the maintenance of education and socialisation. As criteria of innovations are novelty, productivity, an optimality, and also the possibility of their practical application.

Well on the way to becoming a society based on information, we are hearing more and more about the renewal of education and the challenges we face in transforming the goals and content of the teaching/learning process. The term 'innovative' is often used when we speak about new pedagogical methods and creative educators who represent a deviation from traditional didactics. Attempts to initiate reform in the classroom must now also incorporate the use of technological resources that have stimulated the birth of the information society.

Importance of innovation in pedagogics is mentioned in works of following scientists: M. S, Burgin, V.V. Gorshkov, S.D. Polyakov, V.I.Zagvjazinsky, M.M.Potashnik, G.P.Schedrovitsky, N.R.Jusufbekova etc.

According to definition, N.G.Osuhova and V.A.Rahmatshaeva [1], an innovation it is not only novelty, but also it should be brought its actual concept. It means not only active and positive character of changes, but also expresses their social necessity.

And M.S.Burgin [2] specifies five kinds of pedagogical innovations: new, locally absolutely new, conditionally new, standard new and subjectively new.

Angelovski makes his researches according to French and Americas scientists' work. We support this author's view. For example, the author investigated French scientist E.Bransuik in his work and distinguished three types of innovation:

·Absolutely new activities which earlier were unknown in an education system.

·Activities which expanded and updated at present and considered to be very important ones.

·All innovation and experimentation starts small, in the hands of one or two people who decide to try something new [3].

“For such experimentation to occur in the first place there has to be autonomy for teachers to control how they run things — there cannot be interference from a bureaucracy. Centralising control of the education system is thus obviously not a good idea. But for this experimentation to take off, if its hypothesis proves to be correct, it needs to be able to spread to other schools and other teachers." –said scientist Sh.T. Taubayeva [4].

M.M. Potashnik [5] distinguishes two types of innovation: the first is introduction of pedagogical methods and analyze of method; the second is introduction of innovation and interests.

A.O.Muhametzhanova [6] made scheme for pedagogical innovations (scheme1):

1 example: ·Introduction for pedagogical innovation. ·Discussion of pedagogical innovations at village schools. ·The analysis of ways of the decision of a pedagogical innovation. ·Organization of pedagogical innovations. ·Prediction of solutions. 6. Test (probably can not to be accepted)

2 example: ·Introduction for pedagogical innovation (first information) ·To be interested in pedagogical innovations. Looking for new bibliography, new modes and new ideas. ·Estimation and resolution of pedagogical innovations at village schools. ·Test (probably can not to be accepted)

Scheme 1 –Ways of development in pedagogical innovations at village schools. As a result of author's work we came to conclusion that such changings at present lead to innovations. Although studies that showcase innovative uses of new technologies are essential, more attention should be given as to how teachers' conceptualizations of teaching and broader contextual factors underpin the particular shape such courses or programs may take. Merely focusing on the results of innovation perpetuates the myth of computers as tools capable in and of themselves of effecting change. In order to more fully appreciate the complexity of innovation in school contexts, greater attention needs to be paid to the sociopolitical dimensions of change and agency, in particular, to the way in which individuals at the local level may utilize the possibilities and constraints of their milieu to effect change.

Across the world, information technology is dramatically altering the way students; faculty and staff learn and work. Internet-ready phones, handheld computers, digital cameras are revolutionizing the university life. As the demand for technology continues to rise, colleges and universities are moving all sorts of student services, from laundry monitoring to snack delivery online.

From the above, we can make out that the Information and communication technology has made many innovations in the field of teaching and also made a drastic change from the old paradigm of teaching and learning. In the new paradigm of learning, the role of student is more important than teachers. The concepts of paperless and penless classroom are emerging as an alternative to the old teaching learning method. Nowadays there is democratization of knowledge an the role of the teacher is changing to that of facilitator. We need to have interactive teaching and this changing role of education is inevitable with the introduction of multimedia technology and the spawning of a technologically-savvy generation of youths. The analysis reveals some of the suggestions that the teaching community can practice in the classrooms. Ultimately the teaching people are satisfied when he could reach the students community with his ideas and views. So, teaching depends upon successful mode of communication and Innovation though we mean the changes that we propose to be included in our medium of communication or even inclusion of some other elements in communicating information.

The researchers recommend that the teaching would be highly effective if the teacher start to use the recent multimedia technologies like usage of computers extensively or some modifications in the conventional mode of teaching. The use of computers may be very well practiced in the environment where the use of such technology is highly possible, but there must be some sort of innovation which can also be practiced in an environment where such use of technology is on its way to growth.

The researchers believe that the core objective of teaching is passing on the information or knowledge to the minds of the students. Any method using computers or modifying the existing conventional chalk-talk method are innovative if they ultimately serve the attainment of core objective of teaching.

At the end following conclusions can be outlined. The application of interactive methods of education in higher schools can be viewed as an aspect of pedagogical innovation in the professional training of pedagogical staff. There is a directed relation between innovation of professional training of future teachers and the quality of their pedagogical and managing activity in pedagogical practice. The illustrated interactive methods andeducational techniques are appropriate to be applied in higher education. Therefore they need to be conformed to the determined educational content and the age of the students so that they can make the best use of them.

Bibliography:

· Osuhova N.G., Rakhmatshaeva V.A. Problems of functioning of pedagogical innovations // Innovative processes in education. – Tyumen, 1990.-p.25-29.

· Burgin M. S. Innovations and novelty in pedagogics//the Soviet pedagogics.-1989. № 12.-S.36-40.

· Angelovski K. Teachers and innovation: the Book for teacher. M. Prosveshenye, 1991.- p158.

· Taubaeva Sh.T., Laktionova S.N. Pedagogical innovation as the theory and practice of innovations in the education system: Scientific fund and development prospect. Book 1. - Almaty, 2001.- p296.

· Potashnik M. M. Innovative schools of Russia: formation and development. Programm management experience: the tutorial for manager of educational institutions - M.: New school, 1996.-p320.

· Mukhametzhanova A. O. Teachers Pedagogical Innovations at village school.avtoref.: Karaganda, 2010.-p30.