INTELLECTUAL CULTURE OF PRIMARY SCHOOL TEACHERS AS A FACTOR OF INNOVATIVE PEDAGOGICAL ACTIVITIES

Abstract

The article analyses the key concepts of research: innovative activity, innovative process, innovativeness, innovative educational activity, intellectual activity; the essential content of the concept of "intellectual culture" as a factor in the innovative pedagogical activity of a primary school teacher is clarified; the theoretical and methodological foundations of its formation are determined (systemic, synergistic, cultural, praxeological, humanistic, axiological, subject, acmeological and competence); the proposition that only a complex combination and implementation of conceptual approaches creates prerequisites for understanding and understanding the essence of the phenomenon as an important direction of professional improvement of primary school teachers is substantiated; on the basis of the established content of the concept of "intellectual culture", we define it as an integrated personal education that contains a complex of theoretical-methodological and didactic-technological knowledge, cognitive, analytical-prognostic and intellectual abilities and skills, the ability to creatively implement pedagogical activities and interact with the environment on the basis of a synergistic approach. the structure of the intellectual culture of the primary school teacher is characterized in the interaction of motivational-value, cognitive-processual, emotional-volitional and diagnostic-reflexive components. The reasons that prevent the organization of innovative pedagogical activity are determined: stereotyped thinking, lack of time, overload, self-doubt, disappointment with failures. The specific criteria that prove the effectiveness of the innovations of the primary school teacher are characterized: relevance, originality, effectiveness and efficiency, optimality, the possibility of creative implementation in practice.