Xorazm ma’mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

 __________XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –11/3-2022  
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Key words: innovative, competence, educational process, main goal, scientific research, 
methods, mechanisms, results, contents. 
The choice of an innovative development path as a strategic direction for the modernization of 
modern education dictates the need for an effective teacher - able to respond flexibly to the new 
conditions of pedagogical activity; creatively solve pedagogical problems; strive for professional and 
personal achievements; perceive and create innovations, enriching pedagogical theory and practice. 
The search for the most effective resources for improving the quality of education at school 
draws our attention to the innovative competence of the teacher, as the most relevant and promising 
professional and personal education in the structure of the professional competence of a modern 
teacher. We focus on the teacher's innovative competence as a necessary condition for the successful 
organization of the educational process in the context of a new education paradigm. 
The main goal of pedagogical activity, according to the federal state educational standards 
(FSES), is "creating conditions for the formation and development of each student as a moral, 
competent person by means of educational activities". Its achievement, meeting the requirements of 
the modernization of education, can be ensured by the implementation by the teacher of diagnostic, 
orientational prognostic, constructive and design, organizational, informational and explanatory, 
communicative and stimulating, analytical, evaluation, research and creative functions of carrying 
out professional and pedagogical activities at an innovative level. 
Scientists reasonably consider the innovative activity of a teacher as an important resource 
endowed with the potential of innovative consciousness and creativity, the ability to respond to the 
challenges of a "fast-growing" society. A holistic and comprehensive understanding of the essence of 
the teacher's innovative competence was formed taking into account the scientists' points of view on 
the basic pedagogical concepts - "innovation", "innovative process" and "innovative activity". 
For the first time, the term "innovation" was noted in French as a definition of the new in the 
socio-cultural spheres of activity. In the 19th century, this phenomenon was encountered in scientific 
research on cultural studies, and this concept was invested in the meaning of a certain cultural 
tradition, moved to a new cultural area, in which tradition is transformed into innovation. Further, 
scientists-economists became interested in studying innovations and interpreted innovation as: “... a 
process in which an invention or idea acquires economic content” [1]; “... a process that, through the 
practical use of ideas or inventions, leads to the creation of products and technologies with the best 
properties, and if the innovation is focused on economic benefits, profit, then its appearance on the 
market can bring additional income” [2]; “... a special tool of entrepreneurs, a means by which they 
use change as an opportunity for various kinds of business or services” [3]. With regard to the 
scientific study of innovations in the education system, it should be noted that their systematic 
research began in the late 1950s. Taking into account the existing variety of interpretations in the 
Russian language of the phenomenon of "innovation", we single out the most fundamental for 
understanding the essence of innovation: modernization of something; new forms of organization [4]. 
In philosophical sources, innovation is revealed as “... the innovation of cultural phenomena that did 
not exist at the previous stages of its development, but which appeared at this stage and received 
recognition in it (“socialized”); entrenched (fixed) in a symbolic form and (or) in activity by changing 
the methods, mechanisms, results, contents of this activity itself” [5]. From a psychological point of 
view, innovation is the result of creative activity aimed at the development, creation and 
dissemination of new types, forms, technologies, the introduction of new organizational solutions, 
etc., satisfying the needs of a person and society, at the same time causing social and other changes. 
[6].
Thus, any innovation can be called an innovation, and the assessment of the effectiveness of an 
innovation can be expressed in gradation from “leading to positive changes in education” to 
“negatively affecting the educational process”. These are not only ideas, approaches, methods, 
technologies that have not yet been used, but this is also that complex of elements or individual 
processes that carry a progressive beginning, allowing in changing conditions and situations to 
effectively solve the problems of upbringing and education” [7]. 

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