THE SIGNIFICANCE OF TEACHERS’ PSYCHOLOGICAL READINESS FOR INNOVATIVE CLASSROOM ACTIVITIES AND ITS SOCIO PSYCHOLOGICAL BACKGROUND

Аннотация

The article is devoted to the consideration of theoretical aspects of studying the psychological readiness of teachers for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative activity, which will make it possible to determine and develop psychological and pedagogical technologies for its formation among teachers. The results of scientific research on the topical problem of the development of innovative readiness in the conditions of the socio-psychological climate of teaching staff of higher educational institutions are touched upon. In a situation of high uncertainty in the system of higher professional education, the problem of the psychological readiness of a teacher in the context of optimizing the socio-psychological climate of teaching staff of universities is of particular importance and relevance, since it is the main and necessary factor in the development of the innovative potential of modern educational institutions. KEYWORDS Teaching staff, innovative readiness, socio-psychological climate, higher educational institution, pedagogical communication, flexible, psychological readiness; the structure of psychological readiness for innovative activity; innovative activity. Volume 02 Issue 06-2022 139 American Journal Of Social Sciences And Humanity Research (ISSN – 2771-2141) VOLUME 02 ISSUE 06 Pages: 139-145 SJIF IMPACT FACTOR (2021: 5. 993) (2022: 6. 015) OCLC – 1121105677 METADATA IF – 5.968 Publisher: Oscar Publishing Services Servi