Model Of Innovative-Creative Potential Development Of University Teacher
3.3. The Experimental Verification of the Results after the Model's Implementation of Innovative and Creative Potential Development of the University Teacher
The experiment was conducted for three years: it was attended by the enlistment for the retraining for teachers of universities of Kazan 2014 - 2015 (35 people), 2015-2016, (32 people) and 2016-2017 (37 people). The enlistment of 2014 was taken as a control group; the enlistment of 2015 was taken as an experimental group. To confirm the reliability of the experimental data, the forming experiment was repeated in the 2016-2017 academic year.
The aim of the ascertaining stage of the experiment was to study the level of formation of innovative and creative potential of University teachers.
The purpose of the forming stage of the experiment was to identify the effectiveness of the methodical system for formation and development of teachers’ innovative and creative potential, clarification of the principles of its functioning. The work was carried out in the following areas:
Conducting a long-term experiment at the University.
Development of modular construction of the course’s content Theory and technique of innovative and creative teaching activities, the leading idea of which was the development of University teachers’ their own creativity and teaching them to develop innovative and creative abilities of students.
Experimental verification of the problem module Development of creative abilities of the individual, the module Technique for development of innovative and creative abilities of students.
Involvement of all subjects, based on the objectives of the experiment and the final result (the formation and development of innovative and creative potential).
Development and implementation of innovative forms of training courses (intellectual games and psychological training).
The use of active and interactive methods of teaching teachers, creative technologies and techniques that develop the creative abilities of teachers and teaching the development of these abilities among the students.
The evaluation and control stage of the experiment allowed to record and analyze the results, as well as to predict the prospects for further activities.
It was assumed that teachers can be ahead or behind in the transition from one stage of formation and development of innovative and creative potential to another. In this case, the individual characteristics of teachers were taken into account and individual educational routes were created. Some conditionality of correlation between the stages for formation of innovative and creative potential and the stages of experimental work and courses is explained by the convenience of fixing the intermediate results of the study and their analysis. During the experiment, the texts created by teachers and under their guidance by students, educational texts (lesson notes and lessons themselves) were analyzed.
When creating a methodical system, we took into account the creative component of each subject, special course, special seminar and the possibility of its effective inclusion in the context of the study. Teachers were consulted in the process of the experiment on the use of creative technologies, interactive methods and forms of training. The authors processed and interpreted the results of innovative and creative activities of teachers in all areas (in particular, the creation of texts), together with teachers of other disciplines outlined ways to further work on the formation of creative competence of teachers.
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Fig. 2 shows the dynamics of the change in the average score for each group obtained as a result of a comprehensive assessment of the level of learners’ innovation and creative potential in all groups of enlistment.
Figure 2. Dynamics of changes in the complex assessment of innovative and creative potential
Thus, we see that the level of creativity development in the experimental groups has increased significantly, while in the control group it has increased slightly or remained at the same level. The test results confirm the evaluative judgments of experts formulated by them on the results of observation: the vast majority of students of advanced training courses significantly increased their level of creativity to imitative creativity. During the classes, conducted by the students of the experimental groups, the task of search nature independently developed by the teachers were used, partially-search, research, design methods reasonably were combined and entity-subject relations were built. At the same time, the learners of the control group, basically, remained at the level of creative inheritance. The classes they conducted were mostly designed in accordance with the samples offered to them in the courses, the tasks were mostly of a reproductive nature, and mainly explanatory and illustrative teaching methods were used. In some cases, the author's methods of studying new material were used. That is, creative activity, pedagogical search were carried out, mainly, only in the process of finding ways to explain the new. We used stochastic criteria of signs and Student to assess the validity of the findings.
The Student test is a parametric analogue of the Mann-Whitney test and is used in cases where there are more than 20 values in a smaller sample. In our case, the smaller sample has 24 values. Since the volume of sample is sufficient for the approximation of normal distributions, the Student t-test can be used. It is aimed at the assessment of differences in the magnitudes of the average values of two samples that are distributed according to normal law. One of the main advantages of the criterion is the breadth of its application. It can be used to compare the means of connected and disjoint samples, and the samples may not be equal in magnitude.
Thus, for the significance level of 0.1, the conclusion about the significance of positive changes in the development of innovative and creative potential among the learners of the enlistment of 2015 and 2016 is confirmed. For the control group, the conclusion is confirmed only for the significance level of 0.05. This means that, although the level of development of innovative and creative potential in the control group as a whole increased, but mainly due to the formation of the cognitive component (students of the control group received knowledge). However, this is not enough to significantly increase the level of development of innovative and creative potential of the University teacher as a whole. The significance of
0 20 40 60 80 admission 2014 admission 2015 набор 2016 ascertaining stage control stage
Modern Journal of Language Teaching Methods ISSN: 2251-6204
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differences in the levels of development of innovative and creative potential in the control and experimental groups is confirmed by this fact.
Experimental verification of the effectiveness of the proposed methodical system of teachers’ innovative and creative potential formation allowed drawing the following conclusions:
1. The analysis of the problems identified at the ascertaining stage of the experiment, related to the low level of professional creative training of teachers, confirmed the relevance of the idea of their innovative and creative potential formation and development.
2. The control stage of the experiment confirmed the real achievability of the projected results in the formation and development of innovative and creative potential of University teachers in accordance with the developed criteria, indicators and stages of this potential formation in the structure of professional competence of the teacher.
3. The conclusions about the significant shift in the formation of innovative and creative potential by the component and in General among the participants of the training courses of the experimental groups are reliable.
4. All the above mentioned allows talking about the viability, practical importance and effectiveness of our proposed methodical system for formation and development of teachers’ innovative and creative potential.
Discussion
At the present stage, there is a great need for professionals who are capable and ready to display creativity in their activities, generate and develop non-standard technical ideas, and innovate. The presence of such professionals is possible only with appropriate training in higher education. Such training can be carried out by a teacher who is able to freely navigate both in technical areas and in the field of professional pedagogy who possesses innovative and creative potential. Identification and consideration of the specifics and composition of the innovative and creative potential of the University teacher will contribute to the effective training of University teachers in the system of advanced training. Innovative-creative potential of a University teacher is a complex construction, and its formation and development – multifaceted process that can be successful in the presence of a set of conditions, the implementation of which is ensured by the model for development of innovative-creative potential of University lecturers representing the complete pedagogical process (Akutina, 2015; Blinov, 2010; Kravchenko, 2016; Polagutina, 2016; Shnipova, 2008).
Conclusion
Innovative and creative potential of the University teacher has its own specifics, expressed in the integration of scientific, technical and pedagogical knowledge, abilities and methods of action. There are no criteria reflecting the development of innovative and creative potential of the University teacher by component and in General. Therefore, the authors of the article have developed a system of criteria that determine the development level of each of the components in innovative and creative potential of the University teacher, based on its composition.
The model implements the following conditions for the development of creative potential: - identification of the nature, specificity and component of the innovative and creative potential of the University teacher; - definition of levels, criteria and performance indicators of the educational process aimed at the formation of innovative and creative potential of the University teacher; - inclusion of the identified components of innovative and creative potential of the University teacher in the content of psychological,
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pedagogical and professional academic disciplines; - definition and development of activity-based technologies for development of innovative and creative potential of the University teacher and forms of organization in the educational process, implementing these technologies;-development and implementation of diagnostic tools to monitor the development of innovative and creative potential of the University teacher at each level.
The efficiency of the developed model for innovative and creative potential development of the University teacher is experimentally proved, and the reliability of the conclusion about its effectiveness is confirmed by statistical nonparametric data processing methods.
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