The Necessity of Forming the Skills and Habits of Educational and Research Activity as a Foundation of a Gnostic Criterion of the Evaluation of the Readiness of a Future Teacher for Innovative Activity

Abstract

The study mainly concentrates on identifying the need to form the skills and abilities of educational and research activity of future teachers as the foundation of the Gnostic criterion to evaluate their readiness for innovation. Through the research, the subsequent tasks were established: the investigation of the literature on the research issue, determination of the leading indicators of the gnostic criterion of the future teacher's readiness for innovation, construction of a questionnaire for teachers to recognize their readiness level for innovation, performing a survey, examining the outcomes. To address the issue, we applied particular methods as analysis, questioning, mathematical investigation of data. The author put forward the following hypothesis: if the future teachers do not improve the skills and capabilities of educational and research activity, then the Gnostic criterion for evaluating the teachers' readiness for innovative activities would demonstrate a low level. The study's conclusions revealed a low level of teachers' mastery in the skills and experiences of research and educational activity. As a result, a low level of teachers' readiness for innovation from the Gnostic criterion, which confirmed the theory put forward.

Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education

“…The implementation of changes in RBT subjects demands a high level of teacher readiness to ensure that the learning content can be delivered well and effectively. What is worrying, previous studies conducted by (Rumahlatu et al 2016;and Samsonova et al 2020) show that teachers' readiness is at a low level when implementing changes in education. Studies by (Jamaliah, 2014;Nur Abidah, 2013;Siti Mardziah, 2013;Gopala, Roszainora, Nor Zaitolakma, Raja Nurul Huda, Azyanee, Thenmolli & Haslina, 2014) regarding teacher readiness, it was reported that teachers are not fully prepared when something changes in education implemented.…”

“…This is because, at that point, the level of teacher readiness will drop to a low level. After all, teachers must face big changes that have not yet become a habit (Samsonova et al 2020). The implementation of changes in RBT subjects demands a high level of teacher readiness to ensure that the learning content can be delivered well and effectively.…”