PROGRAM FOR DEVELOPING THE SCIENTIFIC AND INNOVATIVE POTENTIAL OF FUTURE AND IN-SERVICE TEACHERS: CONCEPT AND IMPLEMENTATION RESULTS
DOI:
https://doi.org/10.47526/3107-3123.339Keywords:
future teachers, digital competencies, scientific and innovative potential, digital pedagogy.Abstract
The study addresses the development of the scientific and innovative potential of future teachers, which is regarded as an integral construct encompassing research competencies, the ability to design innovative pedagogical solutions, and the readiness to apply contemporary scientific achievements effectively in educational practice.
A pedagogical experiment was conducted involving both control and experimental groups. Participants in the experimental group were assessed using the Dimensions of the Learning Organization Questionnaire (DLOQ), the Utrecht Work Engagement Scale (UWES-9), and the Innovative Work Behaviour (IWB) scale.
The results of the pedagogical experiment indicate that before the implementation of the educational programme, there were no statistically significant differences between the groups on the DLOQ, UWES-9, and IWB scales. After completing the educational programme, significant improvements were observed across all indicators: the mean scores on the DLOQ and UWES-9 scales increased from 4.10 to 4.85, confirming the effectiveness of the programme.
Analysis of variance (ANOVA) demonstrated that age and work experience had statistically significant effects on changes in participants’ engagement and innovative behaviour. Age was associated with significant changes across the measured outcomes, whereas work experience had a significant effect only on the IWB scale.
The developed curriculum for enhancing the scientific and innovative potential of future and practicing teachers demonstrated a significant positive effect, emphasizing the importance of considering individual factors, such as age and work experience, when optimizing the educational process.
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