Formation of an innovation-pedagogical actor in the school environment

Introduction. The need to develop and test a complex of psychological-pedagogical tools for the development of an innovation actor is due to the priorities of the national policy in the field of education, as well as the requirements for the teacher’s competencies in innovation, enshrined in the Professional Standard “Teacher”. Research purpose: the testing of a set of psychological-pedagogical tools for the development of an innovation actor, corresponding to the eco-psychological actor formation model. Materials and methods: during the 2017/2019 academic years, 78 students from schools in the city of Vladimir (Russian Federation) took part in the experimental verification of the eco-psychological model of innovation-pedagogical actor development. On diagnostic sections in the process of tools testing, the following methods were used: a method of determining the degree of manifestation of the organizational-educational models by V.A. Yasvin’s school, A.V. Kaptsov’s method to determine the degree of subjectivity manifestation at each stage of the eco-psychological model, a questionnaire “Personal Characteristics of a Professional” by I.G. Senin and V.E. Oryol, a test “Tolerance to Uncertainty” by D.А. Leontyev, a questionnaire “Creativity” by N.F. Vishnyakova. Research results. The set of psychological-pedagogical tools includes events (workshops, trainings, round tables) aimed at the formation of pedagogical subjectivity in accordance with the staging of the eco-psychological model (from an actor of perceptual activity to an actor of creative self-expression) and the organizational-modular organization of the educational space. The presented results reflect the positive dynamics of manifestation of subjectivity stages: “Master” (p<0.05), “Creator” (p<0.01) in the experimental sample, as well as a change in the manifestation of the innovation-modular organizational-educational model of the experimental school (U(26.40)=336.0, p=0.016). Differences (p<0.05) were found in favor of the experimental school in terms of parameters characterizing creative thinking, open-mindedness, tolerance to uncertainty. It is shown that the eco-psychological model of innovation-pedagogical actor development is effective in the experimental school environment and allows for a systematic analysis of the current state and readiness of an educational organization for innovative changes. The developed set of psychological-pedagogical tools is the basis for the subsequent development of a system of scientific-methodological support of a school team as an innovation-pedagogical group actor.