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

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –11/3-2022__________ 
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Within the framework of the second approach, innovations are considered as the introduction 
of a new one into the goals, content, forms and methods of teaching and education, into the 
organization of joint activities of a teacher and students. In line with this approach, only innovations 
leading to positive, improving changes in the educational system in which they are applied should be 
considered innovations in education. The validity and effectiveness of the influence of this point of 
view are related to the fact that “the subject of change is the people themselves, their position, status, 
habits, relationships”, and the “subject” of innovation is the “living”, developing, having a unique “I” 
personality of the student” [8]. In their opinion, innovation is the introduction of novelty into the 
content and organization; innovation is the introduction of something new only into the organization 
of the process, and innovation carries the essence of a new method, methodology, technology. It is 
also possible to distinguish three main points of view on the interpretation of innovation [9]. We 
associate the optimization of the process of forming the innovative competence of a teacher with the 
use of the modeling method in the study of pedagogical processes using their real or ideal. Modeling 
is used as a research technique to represent the process of formation of the teacher's innovative 
competence under study in order to study it, explain it, clarify it, and also determine its functional 
capabilities. Building a model for the formation of a teacher's innovative competence, in our opinion, 
will allow, in our opinion, to analyze this process more deeply and comprehensively, from the content 
and dynamic side, to explore aspects inaccessible to direct observation and to present its most 
effective standard. The study carried out a comparative analysis of points of view on "modeling" and 
"model" in philosophical, psychological, pedagogical research, which made it possible to better 
understand and reveal the essence of the possibilities of "modeling" within the framework of the 
problem under study [10]. Modeling can be an important and effective way to test the truth and 
completeness of theoretical ideas about the object under study - the process of forming the teacher's 
innovative competence in the context of intra-school advanced training. To the obvious advantages 
of using the modeling method to study the formation of a teacher's innovative competence, we include 
its capabilities, which allow: to analyze this process in parts, elements, blocks; to understand more 
deeply the external and internal organization and determination of the process under study; correct 
data on the subject of research; expand the prospects for using and obtaining new knowledge about 
the original process; reveal the heuristic potential of this process and the model itself [11]. In our 
study, we will consider the model as a mental or conditional image, an analogue of the process we 
are studying, which displays, reproduces the process of formation of the teacher's innovative 
competence, replaces it and provides certain information, new knowledge about it with the help of an 
analytical description. The idea of the classifications of models available in pedagogical science 
contributed to obtaining more information and, based on the target orientation, to clarify the type of 
this model. Information models, in turn, are divided into figurative, figurative-sign and sign models 
[12]. Most likely, this typology of models is primarily based on differences in the way the object of 
study is displayed. However, in modern pedagogical science, not all scientists adhere to this point of 
view on the impossibility of typology of pedagogical models. Content models are a type of 
pedagogical models, for which the subject of modeling is the content of the studied pedagogical 
object, formed by a set of certain attributes (properties, features, characteristics, etc.), which serve as 
the basis for its specification. Structural models characterize the type of pedagogical models, for 
which the subject of modeling is the structure of the pedagogical object under study, together with 
the connection’s characteristic of its components. Functional models belong to the type of 
pedagogical models, for which the object of modeling is the orientation of the object under study to 
the implementation of certain, pedagogically significant functions[13]. 
A more holistic view of the possibilities and prospects of the model being created for the 
formation of a teacher's innovative competence in the process of intra-school advanced training and 
the development of its construct was also formed on the basis of studying the modeling experience 
presented in recent dissertations on pedagogy.