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Psychological-Educational Studies
2020. Vol. 12, no. 1, 16–30
https://doi.org/10.17759/psyedu.2020120102
ISSN: 2587-6139 (online)

Evaluation of Innovative Readiness of Teaching Staff of Universities

 
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Abstract

The results of a study of innovative readiness of teachers from nine universities of Samara, Saratov, Bashkortostan, Yekaterinburg, Ulyanovsk are presented, in which 2036 university teachers took part. The work used the methodology for assessing the psychological climate in the teaching staff A.N. Lutoshkina and V.V. Panteleeva, T.P. Knysheva. As mathematical and statistical methods for processing the obtained data, we used discriminant analysis, a one-sample λ-Kolmogorov-Smirnov test, and a nonparametric Spearman rank correlation coefficient. The hypothesis of the presence of various levels of innovative readiness of the teaching staff of universities is considered. A direct relationship has been established between indicators of innovative readiness and the socio-psychological climate in the teaching staff, as well as positive relationships between the components of innovative readiness. Different levels of innovative readiness of the teaching staff of universities (high, normal, optimal) were identified. The results can be used in the process of focused work on the psychological and pedagogical support of innovative activities of university teachers.

General Information

Keywords: innovative readiness, socio-psychological climate, teacher, higher education institution, innovative activity

Journal rubric: Psychology of Education

OpenAlex citations: 12

OpenAlex trends: Educational Innovations and Challenges, Innovations in Education and Learning Technologies, Psychology of Development and Education

Information about the work in OpenAlex

Number of citations: 12

Topics

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Innovations in Education and Learning Technologies

This cluster of papers explores the intersection of digital technology, education, and the knowledge economy. It delves into topics such as e-learning, online learning environments, professional competencies, and the development of soft skills in the context of integrated learning models. The cluster also addresses the impact of digital transformation on global academic mobility and the cultivation of a digital education ecosystem.

Number of works: 8615  |  Total number of citations: 8855

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2020120102

Acknowledgements. The author thanks the faculty of the universities that took part in the experimental study, and also expresses appreciation to the reviewers for a qualitative and detailed analysis of the content of the article.

Published

For citation: Avakyan, I.B., Vinogradova, G.A. (2020). Evaluation of Innovative Readiness of Teaching Staff of Universities. Psychological-Educational Studies, 12(1), 16–30. (In Russ.). https://doi.org/10.17759/psyedu.2020120102

© Avakyan I.B., Vinogradova G.A., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Inna B. Avakyan, Candidate of Science (Psychology), Associate Professor of the Department of Military-Political Work in the Troops (Forces), Krasnodar Higher Military School named after Army General S.M. Shtemenko, Krasnodar, Russian Federation, ORCID: https://orcid.org/0000-0002-9259-8323, e-mail: avakjaninna@rambler.ru

Galina A. Vinogradova, Doctor of Psychology, Professor, Department of Preschool Pedagogy, Applied Psychology, Togliatti State University, Tolyatti, Russian Federation, ORCID: https://orcid.org/0000-0002-9647-2859, e-mail: vinograd.psy@yandex.ru

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