The purpose of this article is to present the structure, factors, mechanisms, models of the development of the professional innovative culture of teachers, and also to consider the psychological and technological aspects of its development among pedagogical workers of general secondary, extracurricular, vocational, higher and postgraduate education.
In the course of implementing the tasks of this study, a personality-professionality approach to the study of the psychological foundations for the development of the innovative professional culture of teachers was proposed. The principles of personalization of professionalization of subjects of innovative pedagogical activity are presented; cultural genetic determination, mediated independent activity, axiologization development of professional innovative culture of pedagogical workers. The psychological structure of professional innovative culture of pedagogical workers is presented, which consists of innovative receptivity of the individual, personal readiness for innovative pedagogical activity, innovative orientation. The gender, age, educationality-professionality, affective-cognitive, motivationality-activityly, value-orientation factors of the development of professional innovative culture are singled out. Active, motivational, reflective, cognitive mechanisms and laws of development of this kind of culture (professionalization, personalization of subjects of innovative pedagogical activity, cultural-genetic determination, mediated and independent activity, axiologization development of professional innovative culture of pedagogical workers are found.
As a result of this study, differences in the levels of development of professional innovation culture are determined, depending on the type of educational institution and the specialty of teachers qualified in the natural sciences, the humanities and physics and mathematics. The revealed differences in the structure and levels of development of professional innovation culture, in particular, in communicative properties, features of interpersonal interaction, emotional-volitional characteristics, intellectual properties became the basis for determining the psychological types of innovator educators (optimists, pessimists, realists, dreamers, critics, pedants ).
The technologies of development of innovative receptivity, personal readiness for innovative pedagogical activity, innovative orientation presented in the article provide formation of professional innovative culture among employees of educational institutions.
Key words: innovative professional culture of teachers; personality-professionality approach; innovative susceptibility, personal readiness for innovative educational activities, innovative orientation.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/