REQUIREMENTS FOR A TEACHER OF THE 21ST CENTURY IN THE CONTEXT OF ONGOING INNOVATION PROCESSES

Аннотация

This article examines innovative methods of teaching students in the 21st century. The purpose of this article is to summarize modern changes in the didactics of using innovative teaching methods and to study the understanding of these changes by teachers. The article examines four areas: the expansion of the subject of pedagogy, an ecological approach to learning, the digital generation and the ongoing changes, as well as innovations in teaching.The theory ofeducation, figuratively speaking, has two levels. At the macro level, decentralization and diversification, internationalization of education and the introduction of digital technologies are taking place in the relationship between education and society. At the micro level, in the relationship "teacher-student", there is an active combination of traditional and innovative methods, a combination of an activity-based approach with the approach of the energy-informational environment, cognition with constructivism and connectivism. Аннотация:В данной статье рассматриваются инновационные методы обучения студентов в 21 веке. Цель данной статьи - обобщить современные изменения в дидактике использования инновационных методов обучения и изучить понимание этих изменений учителями. В статье рассмотрены четыре направления: расширение предмета педагогики, экологический подход к обучению, цифровое поколение и происходящие изменения, а такжеинновациив обучении.Теория образования,образноговоря,имеет двауровня. На макроуровне во взаимоотношениях образования и общества происходят децентрализация и диверсификация, интернационализация образования и внедрение цифровых технологий. На микроуровне, во взаимоотношениях «у читель-ученик», происходит активное сочетание традиционных и инновационных методов, сочетание деятельностного подхода с подходом энергоинформационной среды, познания с конструктивизмоми коннективизмом. The pedagogy of the twentieth century differs from the pedagogy of the 21st century. Since the beginning of the 21st century, there have been many changes in the development of national and global education. The most noticeable phenomenon currently is the internetization of society and the penetration of digital technologies into education. The current generation of schoolchildren is known as digital, socio-digital, and the Z generation [1]. Cognition is the transition from acquiring knowledge through reading, from a teacher's monologue to visual perception or classroom discussion [2]. Digital technologies are changing the way we live, the way we communicate, the way we think, feel, influence others, social skills, and social behavior. According to Mamesheva, "the high—tech environment - computers, smartphones, video games, Internet search engines — are changing the human brain" [3]. Innovations, or innovations, are characteristicofany professional activity ofa person andtherefore, naturally, become thesubject page837 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai ofstudy, analysis and implementation. Innovations donot arise by themselves, they are theresult of scientific research, advanced pedagogical experience of individual teachers and entire teams.This process cannot bespontaneous, itneeds to bemanaged. Pedagogical innovations are innovations in pedagogical activity, changes in the content and technology of teaching and upbringing aimed at increasing their effectiveness [2]. Thus, the innovation process consists of the formation and development of the content and organization of the new. In general, the innovation process is a complex activity of creating, developing, using and distributing innovations. In the scientific literature, the concepts of "innovation" and "innovation" are distinguished. Innovative processes are being introduced into the developing educational system of Kazakhstan in the following directions: formation of new educational content, development and implementation of new pedagogical technologies, creation of new types of educational institutions. In addition, the teaching staff of a number of Kazakhstani educational institutions introduces innovations that havealready entered thehistory ofpedagogical thought. The purpose of the study is to summarize the current changes in didactics for the use of innovative teaching methods and to study the understanding of changes by teachers. We will look at four areas: (1) the expansion of the subject of pedagogy, (2) an ecological approach to learning, (3) the digital generation and the ongoing changes, and (4) innovation in learning. Thesechanges lead to anupdate inteaching methods. Research methods The sources of the research are the works of Kazakhstani, Russian and foreign scientists, textbooks on pedagogy of the 21st century, UNESCO recommendations on the development of learning strategies. On the one hand, the section presents reviews, and