Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
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The content of preparing future technology teachers for pedagogical innovation should be based 
on humanitarian, philosophical, psychological, pedagogical, cultural and technological education, to 
provide the future technology teacher with not only an appropriate set of professional knowledge and 
skills, but also technical education, which creates the conditions for creative development. The 
preparation of future technology teachers for pedagogical innovation involves the development of 
methods, organizational forms and didactic tools for the development of research skills and abilities, the 
formation of innovative thinking in the process of studying special subjects, research and extracurricular 
educational activities. Such preparation of future technology teachers for pedagogical innovation 
enables the future teacher to perform the functions of various professions in the system of technological 
education and aesthetic education, in particular as a teacher of labor training, the head of a circle of 
decorative and applied art or an aesthetic development studio, teacher of a teacher training college or 
professional technical educational institution, researcher in the field of pedagogy. 
At the same time, integrated knowledge and complex skills formed on the basis of 
interdisciplinary ties of humanitarian, cultural, technical, psychological, pedagogical and 
methodological courses are considered fundamental in the training of future technology teachers. 
Innovative culture is a rather complex phenomenon that cannot be reduced to a formula. The concept of 
innovative culture requires an understanding of the cultural, individual and social levels of creativity.
First of all, it is important to recognize that creativity is a cultural concept that evolves over time 
in different countries. It also reflects cultural constraints. The innovative activity of a technology teacher 
presupposes a system of interrelated types of work, the totality of which ensures the emergence of real 
innovations: - pedagogical research activity aimed at gaining new knowledge about how something can 
be (“discovery”), and how something can be done (“ invention"); - project activities aimed at developing 
specific, instrumental and technological knowledge on how, based on scientific knowledge, in the given 
conditions it is necessary to act in order to get what it can or should be (“innovative project”); - 
educational activities aimed at the professional development of subjects of a certain practice, at the 
formation of each personal knowledge (experience) about what and how they should do in order for an 
innovative project to be embodied in practice (“implementation”). There are a number of factors 
necessary for the successful implementation of the process of professional development of a technology 
teacher focused on innovation: the process should be continuous, because the development of innovative 
practices is a changing process; his support should be based on a competency-based approach; 
professional development occurs due to the participation of the subject in innovation and specially 
organized reflexive-analytical, design and educational processes; it is advisable to organize support for 
the professional formation of a teacher on the basis of solving multilevel problems inherent in this type 
of activity (mastering knowledge and skills based on the construction of concepts and meanings, solving 
professional problems on the basis of modeling an innovative educational environment, building your 
own path of professional development based on designing activities, individual educational tasks and 
programs for their implementation).
The features of the innovation activity of a technology teacher include: creative ability generate 
and produce new ideas and ideas, and most importantly - design and model them in practical forms; 
openness of the personality to a new one, different from its ideas, which is based on the tolerance of the 
personality, flexibility and panoramic thinking; cultural and aesthetic development and education; 
willingness to improve their activities, the availability of internal means and methods ensuring this 
readiness; the ability to overcome psychological barriers that arise when innovations are introduced into 
the educational process; developed innovative consciousness (value of innovative activity in comparison 
with traditional, innovative needs, motivation of innovative behavior). The success of the innovative 
behavior of a technology teacher largely depends on the development of a certain level of culture, the 
ability to actively enter the cultural worlds. The process of creating an innovative culture of a future 
technology teacher consists of several stages and is accompanied by the mastery of innovative activity 
by imitating patterns of creative behavior. The presence of such an imitative ability provides ease of 
entry into pedagogical activity, increases the level of its development, and determines productivity and 
originality. Thus, the innovative activity of a technology teacher in an educational institution is aimed 
not only at expanding the informational component of professional competence, but also at changing the 

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