The authors of the article have considered effective ways of managing innovation in teaching of higher education institutions. The technologies of managing innovations in teaching of higher education institutions provide systematic management process. Therefore, the effective use of technologies of managing innovations provides the theoretical model of managing innovations to the practical implementation of the model.The authors of the article have given the separate description and analysis to a series of traditional and innovative technologies for the managing innovations in teaching of higher education institutions. Each technology finds its correct function owing to giving the separate description and analysis to a series of traditional and innovative technologies for the managing innovations in teaching of higher education institutions. According to these two views on the analysis to a series of innovative technologies, the traditional technologies are fundamental despite of the development of culture of managing innovations in teaching.The authors have deeply analyzed the problems on the practical use of innovative technologies on the basis of the results of scientific research and have identified technologies’ correct functions.
The process of managing innovations in teaching process at Higher educational system is a clearphenomenon in practice.That process has deephistory. Because, in the world higher education institutions are associated with the use of innovations in the development of the education system.
Using and managing innovations at the level of historical development higher education institutions can not only be practical process. Because the innovations in the education system of higher education institutions have often only a scientific conclusion. In other words,we thinkthe process of managing innovations in teaching process at Higher education system is the scientific study with methodological apparatus.
The systematic andscientific analysis ofteaching methodological work is carried out all over the world. Nowadaysthere are comprehensive conclusions in this aspect. Among them, there is a huge fund of Kazakhstani scientists. The works of N.A. Assanov, Ş.T. Taubayeva, A.K. Mynbayeva, S.S. Hassenov. E.Sh. Kozybayev have made a great contribution to the scientific studying teaching methodological process.
Based on the practice of the world, the Ministry of Education and Science has presented the main socio- economic demands in the education system as the content of regulatory system for educational work of higher education. The Ministry of Education and Science has aimed at organization and harmonization of methodological process at Higher education system.
The Kazakhstani Science has divided into several areas at studying teaching methodological process: the structural organization of teaching methodological process; the formation of active learning technologies; providing with educational materials the educational process; management of teaching methodological process; the implementation of the objectives of teaching, developing and upbringing in the educational process; to improve the competence of teachers, etc. Despite this, the multidisciplinary research combines a common goal. The main purpose of the educational work is to provide high-quality education. To ensure the quality of the teaching work is the main issue in this context. Because the criteria for the quality of the teaching is changing phenomenon. It changes according to development of the society.
Besides the main task of educational work isto educate. That’s why Kazakhstani scientists have identified scientifically that traditional teaching has ineffectiveness. The traditional teaching inefficiency has identified in most cases. Among them: a change in the requirements for the competence of the specialist; a change of the culture of the students; a change of public relations; changing purpose of education, etc. The first step of Kazakhstani scientists in the research is using the word "innovation" in educational work.
"Innovation" is translated from the Latin term (new) - a new entry in the etymological meaning. Innovation is the introduction of this new trend. Its new innovation is the phenomenon of new content, new technology, new method, new process [1].
Kazakhstani scientists for the first time began to pay attention to the term “Innovation” isin 2005. Nemerebai Nurakhmetov has given the first reference to the term “Innovation”. He has presented reference that "Innovation, innovation process” is the news which is created, used, developed at educational institutions”. Since then the issue of innovation has been comprehensively analyzed in all the socio-economic fields of Kazakhstan. This issue has been studied by N.A. Assanov, A.K. Mynbayeva, N.R. Yussufbekova, Ş.T. Taubayeva, S.N. Laktionova, Z.M. Sadvakassova, G.D. Urastayeva.
N.A. Assanov has studied innovation as the aspect of the managementof educational process. According to his conclusions, innovation is the new technology that managing educational process [2].
A.K. Mynbayeva, Z.M. Sadvakassovahave studied new technologies of teaching innovation in their work "Innovative methods of teaching". They have introduced “innovation” as a novelty and the process realizing the novelty inpractice and as a goal-oriented process [1].
N.R. Yussufbekova has paid a lot of attention to educational innovation. According to her opinion, the pedagogical innovation isthe study constructing pedagogical novelties, assessing and managing teaching community, the practical implementation [3]. That’s why, the term “innovation” has been studied as as a scientific issue. The scientific study of managing innovations in teaching methodological process at Higher education system is current. As shown above, the problem is that innovations haven’t given qualitative results. Scientists haven’t carried out systematic, direct, specific studies on teaching innovation management systems at institutions of higher education. They have researched only specific direction of teaching innovation management systems at institutions of higher education and haven’t analyzed fully.
One of them is V.M. Polonsky’sscientific findings. V.M. Polonsky considered that the previous instruments, rules shouldn’t be lost at educational innovation management operation. According to his statements, innovation is a sequence of historical experience. As well he considers that the current position has been laid on previous practice. For instance, the principle of natural spectacle and demonstration; humanist pedagogy; principle of personality; Pedagogic of partnership and etc [4].
A.I. Uman has continued V.M. Polonski’s study on the management of educational innovation. According to his statements, today there are major changes in general learningand in the work of teaching of the institutions of higher education. The reason for that is based on the innovative processes in education, a change from the traditional to innovative way of teaching. This trendhas broken down the difference between pedagogical theory andpedagogical practice. Current innovation process is a continuation of a long tradition of innovative processes and teaching didactics. The new content of didactics has been already developed, it is synthesis of didactic theory and didactic technologies. In this case, A.I. Umanconsiders that didactic categories’ significance shouldn’t be maintained in the management of innovations in teaching process. Because it believes that didactic categories are focused on the development of innovation process. One of the most important didactic categories is the purpose of teaching. A.I. Uman consecutively believes that it is necessary to enter the previous didactic categories the management of innovations in teaching process of current institutions of higher education [5]. E.A. Novikova has presented her scientific statements regarding the issue of management of innovations in teaching process of current institutions of higher education. In her opinion, during the development of innovative technologies the following requirements must be taken into account: dialogue, working creative ability, designed to the development of student’s individuality, students’ making their own decisions and giving opportunity for creativity.
G.S. Gavreeva shows the importance of social and psychological support to innovation creativity at teaching in higher education institutions. According to her statements, the most important demand for innovation creativity of institutions of higher education are intellectual potential, critical thinking, research. But a lot of research which conducted at intellectual circles shows that most teachers use only 50-70 per cent of creativity. The lack of social and psychological support causes that situation. There fore, the importance of the work is the social and psychological support to innovation creativity of teaching [6].
S.D. Reznick in his book «Management of Higher Education Institution» presents as a key aspect of innovation management system to prepare systematically teaching documents organizing educational process. The preparation educational documents associated with the teaching complex. According to the scientist, the educational system is how well thought-out, so the quality of the educational process management system is formed. S.D. Reznik states that the basic scientific work in educational innovation management is to formulate educational preparation of documents [7].
A.K. Mynbayeva has conducted scientific research on the aspect of innovative teaching methodology system of managing innovations in teaching process at higher education system. In her book «Innovative methods of education» she considers the problems of innovation teaching. She shows pedagogy methodological platforms as the basis of educational innovations. In this case, the whole idea of A.K. Mynbayeva that Pedagogy methodological platforms in general contributes to the systematization of the development of innovative processes, that is the priority of the importance of methodological approaches to the management of innovation.
A.K. Mynbayeva has given analysis to the following in the educational process:
System platform consists of two main elements: a static system and dynamic system. Static system shows the order of the components and the connection of each other. Dynamic system is functional and consists of the input and output components. We can call «educational system» category as the application of the system of pedagogical science. Pedagogical system is the system which united for for the purpose of development of the person and has ties between the various components. Pedagogical system of four main components can be distinguished: the teacher and the student, educational content, material and technical base. If each component in the system works pedagogical system becomes a process. Educational process is the system that has its components and elements. We can observe the universal elements in educational components of educational process. They are: goal; task; content; methods; tools; forms; control; success. The scientific study of managing innovations in teaching process at Higher education system has been researched in all aspects.
- Mynbayeva K., Sadvakassova Z.M. Innovative methods of education. - Almaty: IPVolkova, 2009. – 341 p.
- Assanov N.A., Vyshensky V.V. Scientific and methodical bases of planning and organization of educational process in higher educational institutions for correspondence learning: for High School teachers. KazNU.: Kazakh University, 2004. - 32
- Yussufbekova N.R. Generalbases of Pedagogical innovations. The experience of the development of innovative processes in - M., 1991. – 91 p.
- Polonsky M. Innovative training // Innovations in Education. - M., No. 2, 2007. - 4-5 p.
- Uman A.I. Theory of teaching: from one to triune didactics // Innovations in - M., 4, 200 g., - 4-11 p. 6 Gavreeva G.S. Socio-psychological conditions of creativity // Innovations in education. - M., 4, 200 g. - 93-108 s. 7 Reznick S.D. Management of Higher Education Institution. – M.: Infra-M, 2013. – 610 p.