Innovative orientation of the university lecturer activity


The article deals with significant changes in the educational process of a modern university, focuses on the change in motivation and value orientations of teachers of an innovative university in connection with globalization. Attention is drawn to the characteristics of modern education as a new social industry, due to the digital economy and the new generation of students. The article notes that digital learning (such a concept was introduced in the thesaurus of professional pedagogy) sets new lines in pedagogical activity, meeting resistance of some teachers who are not ready to use electronic tools and perform new professional functions, for example, monitoring learning outcomes. An increase in the teaching load causes teachers to distrust the reforms carried out in education, and sometimes professional deformation.
It is proved that the quality of education is determined not only by digital technologies, but also by the quality of educational conditions, professional and pedagogical competence of the teacher. At the same time, methodological support of experienced teachers is required to adapt to innovations and beginners in order to compensate for the lack of knowledge, skills and abilities when performing innovative tasks. The article provides a link to the experience of organizing advanced training for teachers at Samara University, the essence of which is that the results of research on relevant pedagogical problems by its teachers become the basis for determining the content of programs in the system of further education.

About the authors

T. I. Rudneva

Samara National Research University

Author for correspondence.
ORCID iD: 0000-0002-5777-4950

Doctor of Pedagogical Sciences, professor, head of the Department of Theory and Methods of Professional Education


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