Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities

The article analyzes the specifics of the teacher's innovative activity. The views of domestic and foreign scientists regarding the interpretation of the concepts of pedagogical innovation and innovative activity were analyzed. Indicators of the teacher's readiness for innovative pedagogical activity are substantiated. The results of the study of teachers' attitude to innovations are also described. The purpose of the study is to analyze the essence and specifics of the teacher's innovative activity. This article describes that the innovative activity of teachers enriches pedagogical activity with new ideas, new content, and new technologies, it is specific and quite complex, and therefore requires special knowledge, skills, and abilities. The introduction of innovations in education is impossible without a teacher-researcher who possesses systemic thinking, a developed capacity for creativity, and a formed and conscious readiness for innovations. Innovative teachers of this type are called teachers with innovative thinking. It is emphasized that modern society needs new type of pedagogical specialists who are able to think systematically and constructively, quickly find the necessary information, make the right decisions, and produce fundamentally new ideas in various pedagogical directions. Solving this task requires new approaches, creative thinking, and a different attitude of the teacher towards his work. The need for innovative pedagogical activity from the point of view of education reform is determined by certain circumstances: firstly, Ukraine's entry into the humanitarian context of world civilization necessitated a radical change in the educational system, methodology and technology of the educational process in educational institutions of Ukraine. The structure of the teacher's innovative activity, which is manifested in the formation of components: motivational; technological; valeological; reflective; informational (which characterizes the informational culture of the innovative teacher and the effectiveness of his informational activity).

Teachers’ innovative activity—expressed in the purposeful adoption, adaptation, and creation of new pedagogical solutions—has become a decisive condition for improving learning outcomes, sustaining curriculum reforms, and integrating educational technologies in general education schools. However, innovation in teaching is rarely a purely technical matter; it is a motivational phenomenon shaped by how teachers interpret risk, workload, autonomy, professional identity, and the perceived fairness of leadership decisions. This article analyzes motivational management strategies that can strengthen teachers’ innovative activity at the school level, with particular attention to the role of the Deputy Director for Academic Affairs (often responsible for teaching and learning, curriculum coordination, instructional supervision, and professional development). Using an integrative conceptual approach grounded in contemporary motivation theory and educational change research, the paper argues that motivational management is most effective when it aligns three domains: autonomy-supportive leadership practices, capacity-building structures that reduce the “implementation burden,” and recognition-and-feedback systems that strengthen teachers’ efficacy and professional meaning. The discussion differentiates between short-cycle motivational tactics that trigger initial experimentation and long-cycle strategies that sustain innovation as a stable feature of school culture. The analysis demonstrates that the Deputy Director’s impact is strongest when motivational mechanisms are embedded into instructional routines—lesson study, formative observation, collaborative planning, and evidence-informed reflection—rather than treated as add-on incentives. The article concludes with an interpretive model of motivational governance for innovation that emphasizes trust, psychological safety, disciplined follow-through, and ethically grounded accountability, positioning the Deputy Director as a mediator between policy demands and teachers’ lived professional realities.

The article is devoted to the key practical aspects of innovative development managing at preschool educational institution. Special attention was paid to the reforming and modernizing the education system directions in relation to the innovative activities of educational institutions at various levels. The indicators used to assess the readiness the preschool institution for innovative activities have been analysed and summarized. The article analyses in detail the innovative activities development levels of educational institutions from a practical point of view, which include innovations related to the improvement existing elements of the educational process in educational institutions; innovation related to rationalization, innovation related to modernization, innovation as a pedagogical invention, innovation as a pedagogical discovery. An important aspect of the research was the identification the pedagogical innovations types depending on their radicality in the preschool education system. The innovative development activity management at preschool education institution assumes a permanent and allencompassing nature. Therefore, the article highlights the main interdependent directions in which innovative development takes place. In particular, such key aspects of innovative activity as technicaltechnological and organizational-management are analysed in detail and substantiated. In order to create technological innovations, the pedagogical teams of the preschool education institution must constantly lead the development of education unique models and children intellectual development. As a result, new (innovative) pedagogical technologies are formed. Among the main organizational and managerial innovations in the preschool education institution activities, the following can be distinguished: program-target pedagogical management and marketing, development of new algorithms for conducting control activities in the educational institution and the organization of the internal education quality monitoring system. Therefore, the innovative activity of educational institutions today can cover a wide range of areas in pedagogical and managerial activity.

With the continuous development of science and technology, intersection of different disciplines has become a new growth point of science and technology innovation. This paper starts with the interdisciplinary effect of promoting science and technology innovation. Taking the cultivation of students majoring in computer as an example, this paper demonstrates in detail the importance of intersection of different disciplines in cultivating students’ innovation ability and expounds how to effectively exert the advantages of intersection of different disciplines in practice and innovation teaching in order to inspire students’ innovative thinking, guide students’ innovative activities and form a virtuous circle of development.

The article is devoted to the introduction of innovative technologies in the learning process. The authors emphasize the fact that innovative teaching activities are an important component of the educational process. The authors note that this is the foundation on which to build a competitive institution in the education market. Innovative activities are related to both scientific and methodical work of teachers and to teaching and research and scientific practice of students. The purpose of innovation is a qualitative change in the personality of a student. This differs from the traditional education system and involves the use of interactive teaching methods. High-performance, implementing non-traditional forms of training, development and education of students are the following approaches: brainstorming workshops, project development, role-playing game, excursions. The paper examines in detail one of the methods of interactive learning foreign languages - excursion. The authors conclude that the use of this method is dictated by the specifics of training of future professionals who will work in the tourism and hospitality industry and it helps to transform foreign language from passive to active skill. Based on the analysis of joint activities it is established that there is an interaction of students with each other and the teacher, who becomes an equal partner and consultant. The task of the authors of this article is to determine the value of the excursion as one of the interactive methods of teaching foreign languages in high school, to familiarize the reader with the experience of the application of this method in the teaching of foreign languages at Russian State University of Tourism and Service.

The main force of kindergarten soccer teachers tends to be younger, which is a good status quo for kindergartens. For primary and secondary schools, the older the teacher's teaching experience will be richer, how to control the students' emotions, the more effective for students to receive knowledge have more scientific methods. Through visiting kindergartens, it is not difficult to find that for kindergarten soccer teachers, young teachers have a lot of energy and vitality in teaching and can create teaching activities that cater to children's preferences. Especially in soccer teaching activities, young kindergarten teachers are better than their older counterparts in terms of demonstration, infectiousness, and flexibility. The desire for new things is higher, the speed of accepting new knowledge is faster, and the effect will be better in the subsequent continuing education and training. As for the older teachers, they have been teaching for a long time and have a fixed teaching mode. Relatively speaking, they are more traditional and lack innovation and vitality in teaching. However, most of the young kindergarten teachers are just entering the workplace, are relatively inexperienced, poor organizational skills, for the emergence of unexpected situations can not be dealt with patiently, timely, and effectively. Older teachers, because of their longer working hours, and children in the teaching and after-school life of a longer period, can more accurately determine what kind of soccer teaching activities are more suitable for children, and will not appear in the classroom out of control, chaotic scenes. Therefore, kindergartens should strengthen the training of new and old teachers, older teachers can not only pass on their rich teaching experience to new teachers but also learn innovative soccer activities that are in line with the development of the times and meet the preferences of young children.

Judgment and decision skills are now essential graduate attributes for the future engineer, in particular for facing the more frequent than ever volatile, uncertain, complex and ambiguous (VUCA) world in both professional and societal situations. One of the responsibilities of engineering programs is to train students to be agile and capable of taking decisions in challenging VUCA situations. This paper presents conceptual and practical results of an European project which explored, designed and iteratively analysed innovative educational learning and teaching activities to train decision-making skills. Following a design-based research approach, including both quantitative and qualitative analysis, the four VUCA dimensions were categorized, the relevant decision skills were defined, and activities to train decision skills were tested and evaluated. One outcome of this work is a rational selection of learning activities based on experiential learning to train specific decision-making skills, which can be integrated in the engineering curriculum. These learning and teaching activities are freely available for adaption in engineering programs. In addition, six reference models are proposed and delineated, in an effort to support the integration processes for curriculum revisions.

Innovation is the main source to remain competitive in today’s environment. As well as other employees, the lecturer is also required to do innovative teaching. But, encouraging lecturers’ willingness to do innovative teaching is challenging due to the dual roles as teachers and researchers. This study explores the predictor of innovative teaching by applying the job-demands resources model as a theoretical anchor. This research used the online questionnaire to collect the data from 233 samples taken randomly from nineteen universities in Indonesia. This study uses structural equation modeling (SEM) to examine the research model. The result indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, occupational well-being plays a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching. This study provides critical insight into the related stakeholders, such as the universities and related ministry, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of teacher-researcher conflict on the innovation behavior of lecturer teaching activity. The universities and related ministries have to ease the issue regarding job role conflict.

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion–specific evidence–based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third–year psychology students were asked to produce an annotated design of a theme park that would evoke one of the basic emotions. Following completion of the activity, six interviews were conducted to explore the student’s views of the session, and these were subjected to thematic analysis. Results suggest the activity is an unexpected, enjoyable and memorable group experience that has the potential to facilitate understanding of emotions, and thus the self.

<p style="text-align:justify">Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.</p>

The author examines the definitions used in legislative documents and pedagogical research connected with the activity of subjects – participants of the educational process («scientific and pedagogical activity», «scientific activity», «pedagogical activity», «creative pedagogical activity», «professional pedagogical activity»). It is stated that the generic concept of the term «scientific and pedagogical activity» («scientific activity», «pedagogical activity») is defined depending on who is the subject of such an activity (a scientist or an educator). The conclusion is drawn that such categories as «scientific activity» and «pedagogical activity» are not identical. The domestic experience related to the interpretation of the concept «pedagogical activity» was analysed. The researchers considered it to be a special kind of social activity, a kind of socially useful activity implemented by adults, teachers’ activity in the course of educational process, a creative process of conscious, purposeful, self-regulated activity of the teacher. It is stressed that the methodological subsystem is indirectly present in such subsystems of teachers’ creative pedagogical activity as didactic, educational, organizational and administrative, social-pedagogical and self-improvement ones. The levels of teachers’ creative pedagogical activities (reproductive, labour-saving, design, innovative ones) were specified. The article is focused on the content of the concept «function of the professional activities of academic staff», which is treated as an invariant component of productive activity of academic staff, the effectiveness of which is provided by applied educational tools, taking into account modern tendencies and developmental peculiarities of education institutions, as well as the level of their professional ability. The main types of teachers’ professional and pedagogical activities are determined (diagnostics of professional orientation, ability to learn, teach and educate; design activity; learner-centred professional training; social and professional education; extracurricular educational work; raising the level of professional and pedagogical education and qualification; innovative activity). The organizational and pedagogical conditions for structuring scientific and pedagogical activities of academic staff in higher education institutions were generalized (ensuring structural and functional unity; staff and structural units’ optimization; standardization of information links; ensuring multifaceted development of academic staff and their self-organization; compliance with the principles of systematicity and complexity in the implementation of professional and job functions). The functions of professional activity of academic staff were distinguished (administrative, motivational, developmental, prognostic, corrective, culturological, educational, professional, the function of providing educational services).

The relevance of the presented article is due to the innovativeness of modern education, which is a strategic guideline for the professional activities of a secondary and higher education teacher and requires his constant self-improvement. The article aims to highlight the phenomenon of self-improvement as a significant determinant of innovation in modern secondary education. The study uses the following methods of scientific and pedagogical research, such as: analysis of scientific literature on the problem of innovativeness of education, innovative personality and teacher self-improvement; synthesis, comparison, systematization of scientific sources; definitional analysis of basic research concepts. The interpretation of the fundamental phenomena of the study is presented, which are «innovation», «educational innovation», «innovation», «innovative personality», and «teacher self-improvement». The model of an innovative personality is presented and implemented in the context of the structure of an innovative personality of a teacher of the secondary vocational school, which contains innovative orientation, innovative-cognitive, innovative-praxiological, and reflective-prognostic components. The vectors of self-improvement of an innovative teacher are determined. It is proven that within the framework of the innovative orientation of the individual, the following transformation occurs: motives and needs in innovative activity are transformed into an attitude and then into a value attitude towards innovative activity. It is found that the dynamics of the development of thinking as a basic component of the innovative-cognitive component occurs in the direction of strengthening its alternativeness, flexibility, dialogicity, dialecticity, predictability, and positivity. It is substantiated that the dynamics of the development of skills and innovative behavior are directed towards a positive-emotional optimistic acceptance of innovations, a departure from stereotypes, acceleration of adaptation of skills to new situations, strengthening of subjective activity, initiative, and independent development of innovative algorithms. It has been determined that the dynamics of the reflective-prognostic component is associated with the expansion of reflection directed «at oneself» (intellectual, personal, intrapsychic) and reflection directed «at others» (communicative, cooperative, interpsychic). The determinative functions of self-improvement of a teacher of secondary education as a subject of innovation in secondary education are proven.

The article reveals the results of the empirical verification of the ecopsychological model of the formation of the subject of innovative pedagogic activity. The research sample was made up of pedagogues of municipal budget educational institution ‟Secondary School No. 15” in Vladimir (N = 40), which is a regional innovation platform for the implementation of the innovative project ‟Organisational and psycho-pedagogic conditions for the formation of subjectivity of participants in the educational process”. Innovative pedagogic activity is defined as one contributing to the achievement of a creative level of professional self-determination of a person with the progressive formation of its subjectivity in an organised cultural environment. Interrelations of productive stages of subjectivity and parameters characterising innovative pedagogic activity are revealed – attitude to innovations (r = 0.403), creativity (r = 0.483), openness to new experience (r = 0.412), attitude to complex tasks (r = 0.423). The interrelations of the productive stages of subjectivity and the parameters of the educational environment – ‟dominance” (r = 0.459), ‟coherence” (r = 0.436, ‟activity” (r = 0.481); severity of the integrative organisational and educational model (r = 0.468) allowed us to consider the teaching staff as a collective subject. The obtained results allowed us to conclude that the formation of the subject of innovative pedagogic activity should be considered not from the perspective of the personal potential of the individual, but from the point of view of the formed organisational and educational model of the school, the parameters of the educational environment and managerial competences.

The purpose of this study is to determine the effectiveness of instructional strategies administered by primary school Science and Social Sciences teachers based on the opinions of students, and to identify if there is any difference between teachers of the two courses in terms of the level that they carry out these activities. This study is descriptive in nature. 7th grade students at primary schools in Melikgazi, Kayseri, during the spring term of 2004-2005 formed the research universe of the study. There were 87 primary schools in Melikgazi when the study was conducted. Ten primary schools were identified by stratification method, and 7th grade students in one of the classes of each school were chosen randomly and assigned as the sample group of the study. There are totally 300 students (30 students from each school) in the sample. The findings of this study reveal that strategies in the instruction step of a lesson are not applied effectively. Most of the activities were found to be conducted occasionally in both groups. According to the results, teachers of Social Sciences were identified to be more productive and effective than those of Science course in the following areas: providing reinforcement and prompting, being understanding and affectionate, using course-related tools and instruments, and creating a classroom environment where students participate actively. Summary Lesson plan consists of three interwoven steps; preparation before the lesson, planning and administering the lesson, and follow-up activities. Effective teaching is based on a well-developed plan, a well-managed classroom, and an effective presentation. Making necessary preparations and planning before a lesson may contribute a lot to success of students. A teacher has to get prepared before the lesson and has to plan the presentation, instruction, and assessment activities of the lesson in order to maintain students' interest, to maintain participation, and to sustain students' motivation at a high level. Therefore, it is vital for teachers both to be informed about instructional strategies and to have related skills to carry out these strategies. Presentation, instruction, and assessment activities within a lesson plan display different characteristics and have distinct steps. Instructional strategies are more important in nature since this is the phase when teaching is administered and learning takes place. All the definitions, concepts, rules, formulae, and explanations are delivered to students during this step. The information flow in this phase is from simple to complex, from concrete to abstract, from known to unknown, and from immediate to far. Teachers should be aware of the stimuli that affect students' learning and should use them when needed. During the instruction step, teachers should create a setting that increases interaction among students, trains them on cooperation, and improve their self-confidence; should provide various sources of information; should encourage students to learn by discovering; and should make use of methods and instruments that assess students' performance. The purpose of this study is to determine the effectiveness of instructional strategies administered by primary school Science and Social Sciences teachers based on the opinions of students, and to identify if there is any difference between teachers of the two courses in terms of the level that they carry out these strategies. Since a survey/questionnaire is utilized for the above purpose, this study is descriptive in nature. Method Sample 7th grade students at primary schools in Melikgazi, Kayseri, during the spring term of 2004-2005 formed the research universe of the study. There were 87 primary schools in Melikgazi when the study was conducted. Ten primary schools were identified by stratification method, and 7th grade students in one of the classes of each school were chosen randomly and assigned as the sample group of the study. There are totally 300 students (30 students from each school) in the sample. Researchers visited all these schools and distributed the questionnaire forms personally. Then, students filled out the forms under the supervision of researchers. Instrument The first draft of the questionnaire used in this study was developed in accordance with the related literature. Afterwards, the draft version was analyzed by experts in educational sciences and teachers lecturing Science and Social Science in terms of its content validity, and all necessary corrections were completed. Then, the questionnaire form was applied to a group of students to see if the statements were clear or not. After all the revision efforts, the questionnaire including 21 items about both lessons was given its final form. Cronbach Alpha Reliability coefficient of the questionnaire was found to be 0.86. Findings and discussion The findings of this study reveal that strategies in the instruction step of a lesson are not applied effectively. Most of the strategies were found to be conducted occasionally in both groups. According to the results, teachers of Social Sciences were identified to be more productive and effective than those of Science course in the following areas: providing reinforcement and prompting, being understanding and affectionate, using course-related tools and instruments, and creating a classroom environment where students can participate actively. On the other hand, teachers of Science course were assessed as more able in encouraging whole-class participation. Teachers may make use of various teaching techniques and methods in the classroom providing that they are informed about instructional strategies that should be taken into consideration during both planning and administering steps of a lesson and about different instructional methods. So at certain intervals, teachers may get feedback from students regarding their own behaviors and may make necessary amendments accordingly. Teacher training institutions and programs may be improved in terms of equipment and service provided for students. Teachers might be guided to attend in-service training programs designed to compensate for their insufficiencies concerning preparation, administration, and assessment of a lesson, and to inform them about innovations in teaching.