Портрет инноватора образования XXI века

Вопросы образования. 2015. № 1. С. 182–200.

Koroleva D., Khavenson T.

This is an analysis of social and professional characteristics, as well as value orientations of a modern educational innovator. The survey included participants of the 2014 Contest of Innovations in Education, with the sample of 304 respondents. Value orientations were revealed with the help of a questionnaire based on the Schwartz’s value theory. The results were compared to those of the European Social Survey of the Russian population conducted in 2012. Answers of the Contest participants differed dramatically from those of an average Russian, both in subjective importance of specific value orientations and in the structure of value orientation hierarchy. Innovators appreciated more often the values of self-sufficiency, kindness and universalism, as well as willingness to take risks in their professional life. They were less guided in their actions by the desire to take and to hold power which was not associated with their personal achievements. The survey demonstrated that innovations in education could be offered and implemented not only by experts, i.e. people working in educational institutions of different levels, but also by employees of companies that are not directly related to education, as well as by school and university students. Innovators have a better educational background and participate actively in supplementary education events.

Keywords: инновации в образовании, образовательные реформы, ESS, European Social Survey (ESS), innovations in education, теория ценностей Шварца, Schwartz values servey, educational reforms, портрет инноватора

Publication based on the results of: How school context, teachers’ characteristics and practices are related to high school students’ outcomes and post-school educational trajectories (2015)