СОСТОЯНИЕ ПРОФЕССИОНАЛЬНОЙ ГОТОВНОСТИ УЧИТЕЛЕЙ НАЧАЛЬНОЙ ШКОЛЫ К ВНЕДРЕНИЮ ИННОВАЦИЙ
CONDITIONS OF PROFESSIONAL PREPAREDNESS OF PRIMARY SCHOOL TEACHERS TO INNOVATE

Summary/Abstract: This article describes research of readiness of teachers of elementary school to introduction of the innovations, carried out according to the questionnaire developed by the author. The author considers the motivational and cognitive readiness of teachers. Methodical ways of realization of pedagogical innovation, innovative approaches by teachers: competence, activity, student-centered, humanization, liberalization, individualization, are studied. The questionnaire for teachers is made according to the Federal state educational standard of the primary general education, the National educational initiative «Our new school», new Qualifying characteristics. During research the most popular innovations among teachers and imaginary innovations are revealed and ranged; the main obstacles to introduction of innovations and conditions which, according to teachers of elementary school, promote active introduction of innovations in educational process. Results of research of a condition of professional readiness of teachers of elementary school to introduction of innovations are presented in dynamics from 2002 till 2011, on representative sample of teachers of the city and the village, with the different experience, working in educational institutions of different type, on different educational systems, with different education. The text is illustrated by diagrams. It is noted that level of motivational readiness of teachers of elementary school to introduction is great (100 %), and level of cognitive readiness of the teacher can't be considered as the satisfactory.

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