2313-8971Research result. Pedagogy and Psychology of Education2313-8971727PSYCHOLOGYPSYCHOLOGICAL CONDITIONS OF PEDAGOGIKAL STAFF’S INNOVATION ACTIVITYPSYCHOLOGICAL CONDITIONS OF PEDAGOGIKAL STAFF’S INNOVATION ACTIVITYRazuvaevaTatyana NikolaevnaRazuvaevaTatyana Nikolaevnarazuvaeva@bsu.edu.ruBelgorod State National Research University20141100

The research is based on the activity approach developed in cultural and historical psychology. The research covers the psychological conditions that determine the activity and effectiveness of teachers’ participation in innovation work. According to the author, the psychological conditions of teachers’ innovation activities include orientation on changes, ethical readiness to solve innovation activity tasks, positive perception of innovation activity conditions, readiness to use cultivated methods to control this activity and to perceive the innovations from the outside, that determine the readiness of the staff to get into this activity in whole. The model of teachers’ readiness for innovation activities and tools for its evaluation suggested by the author can be an effective means of analyzing the ability of the school staff to actively and effectively get involved into the process of working out school development programmes and solving associated problems.

The research is based on the activity approach developed in cultural and historical psychology. The research covers the psychological conditions that determine the activity and effectiveness of teachers’ participation in innovation work. According to the author, the psychological conditions of teachers’ innovation activities include orientation on changes, ethical readiness to solve innovation activity tasks, positive perception of innovation activity conditions, readiness to use cultivated methods to control this activity and to perceive the innovations from the outside, that determine the readiness of the staff to get into this activity in whole. The model of teachers’ readiness for innovation activities and tools for its evaluation suggested by the author can be an effective means of analyzing the ability of the school staff to actively and effectively get involved into the process of working out school development programmes and solving associated problems.

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