2016 | 1(55) | 342-348
Article title


Title variants
Factors of innovative orientation of the comprehensive school upbringing process formation.
Languages of publication
The purpose of the article is to analyze the determining factors in the formation and direction of innovative upbringing process of a comprehensive school. To achieve the objective theoretical methods were applied in the research – theoretical analysis, comparison and synthesis, interpretation of modern theoretical research in the national pedagogy. Summarizing the above mentioned, we can assume that the factors shaping the innovation focus of upbringing process are not managed and controlled, internal and external phenomena, processes, situations, circumstances, conditions, natural or social facts that motivate active training of innovation creation, mastery and innovation in education and determine the conditions, course and results of upbringing process with innovative orientation. Thus, we can distinguish the factors of forming the innovation focus of upbringing process of a comprehensive school by sharing their conditionally on the following: within the meaning – socio-pedagogical, organizational, methodological and psycho-pedagogical; by the nature of actions – objective and subjective; by the degree of impact – driven and not driven. The basis of systematization of the outlined factors is the level at which, in our opinion, they emerge and cause the formation of innovative orientation of upbringing process of a comprehensive school: the whole-school level, group pupils collective, the level of upbringing. It is noted that the power of influence of these factors is not the same, but each has its value, and their underestimation could adversely affect the course of implementation of the model of innovation orientation of the educational process. It is necessary to take into account the mutual influence and mutual dependence of socio-pedagogical, organizational, methodological and psychological and educational factors. It is necessary to realize that, depending on the goals of education the factors may be both favorable and unfavorable for the performance of innovative educational activities, besides various factors influencing the formation of innovative orientation of upbringing process at the same time may increase and compensate or completely exclude each other, and change of one of them leads to changes in the content of other factors. That is why it is important to consider the entire system and use a variety of factors, their dedication and consistency in order to achieve a positive result of innovative orientation of educational process forming.
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