Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи бир марталик илмий кенгаш
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| educational institutions» covers the basics of the developed training model for
education managers to innovative activity in a higher educational organizations. Here are the following basic principles: The principle of humanity - contributes to the preservation and restoration of physical and spiritual health, the meaning of life, personal freedom, morality, happiness, all-round development, manifestations of creativity and creative managers; The principle of democratization - promotes the development of self-training in dealing with basic management tasks, the development of various forms of cooperation and partnership, trust between participants of innovation; Scientific principle - helps the scientific substantiation of forms, methods and content of training, the implementation of scientific research in the field of psychology and pedagogy; The principles of continuity, continuity and integration - contribute to the unity of education aimed at deepening, specification of the innovation process, its continuity and integrity, acquisition of knowledge and skills throughout their lives; The principle of individuation - promotes the training of managers of education for self-knowledge, self-control, self-esteem, self-organization; The principle of anticipatory orientation of training education for innovative activity suits to the public needs, regarding their readiness to manage in terms of innovative educational space. In practice, training of education managers is provided by mini-lectures on innovative management, the use of communication technologies, etc. The principle of innovation is based on the creation of such training of education managers, which will not limit the preparation process by established forms, but will ensure consistency and integrity of the stages of development of professionalism, organizational and meaningfully combined with the constantly changing needs, as well as the introduction of mini-lectures, trainings, respective games; The principle of interactivity as a condition for training of education managers for innovative activity is due to the search for new learning technologies that ensure a shift from the acquisition of knowledge and action «on the model of» interoperable in the innovation space; The principle of variability of contents and forms of training most fully realizes the installation on personal approach in the preparation of education managers, provides an independent and conscious choice of goals and values. 66 At the same time, developed model for training education managers provides the following functions: Motivational – the formation of interest to the individual needs of innovative Compensatory – providing education managers with the necessary skills for innovative activity; Correctional – the provision of appropriate technologies; Predictive – manager’s willingness to perceive innovation; Diagnostic – involves determining the level of preparedness of education manager for innovative activity on the basis of significant social and psychological characteristics; Stimulating – support the positive results of training; Informational – promptly informing education managers about effective educational experiences of innovative activity; Advisory – scientific and methodological assistance to education managers in solving specific problems when applying innovative activity. At the same time, the training of managers of education for innovative activity implies a modern material and technical base, necessary facilities (classrooms, offices, etc.), additional technical and material equipment of working places of teachers as well as students. The developed model focused on the creation of effective integrated treatment (activation, improvement) on the socio-psychological characteristics within the allocated previously significant factors of effective education management in terms of innovative activity: Also, the model is developed basing on the three major functional components: Diagnostic functional component is focused on the identification of ways of solving the problem, that lies in the development of the research skills. Students are introduced to the methods and techniques of diagnostics of innovative activity, as well as significant socio- psychological characteristics of education manager and develop the strategy their formation and improvement; informational-cognitive functional component is aimed at setting the problem and enhance the personal and professional capacity of education manager in order to call cognitive interest and formation of motivation to innovative activity. Remedial-developmental functional component ensures the development of significant socio-psychological characteristics of education manager, the implementation of innovative activity of education manager in the context of higher education institutions. In its content, designed model includes three main parts and related occupations in which are conducted surveys, workshops, mini-lectures, etc. The aim of the developed model is socio-psychological training of education managers for innovative activity in higher education institutions. On the basis of objectives, the model provides the following main tasks: 67 Awareness of the essence of innovative activity and its importance in the effectiveness of activities; The formation of the corresponding motivation for innovative activity; The development of trainees' skills in working with people and ideas; The development of trainees' skills in creative approach to the solution of organizational problems; Supplying trained people with the appropriate psychological knowledge on the organization of innovative activity; Assistance to the learner in self-knowledge, self-determination and self- realization; Providing opportunity for each student to realize themselves in the course of preparation.
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