STRESS OF THE INNOVATION AND INNOVATIONS IN EDUCATION

Kassymova, G.K.; Valeeva, G.V.; Stepanova, O.P.; Goroshchenova, O.A.; Gasanova, R.R.; Kulakova, A.A.; Menshikov, P.V.; Arpentieva, M.R.; Dosayeva, S.K.; Garbuzova, G.V.

Авторы: Kassymova G.K., Valeeva G.V., Stepanova O.P., Goroshchenova O.A., Gasanova R.R., Kulakova A.A., Menshikov P.V., Arpentieva M.R., Dosayeva S.K., Garbuzova G.V.
Журнал: Bulletin of the National academy of sciences of Republic of Kazakhstan
Том: 6
Номер: 382
Год издания: 2019
Издательство: National Academy of Sciences of the Republic of Kazakhstan
Местоположение издательства: Almaty
Первая страница: 288
Последняя страница: 300
DOI: 10.32014/2019.2518-1467.173
Аннотация: The authors introduce the concept of stress of the innovation. The stress of innovation is the stress that occurs in the process and result of the introduction of innovation. For students and teachers, innovation is both a situation that generates stresses and crises of the personal, interpersonal and organizational levels, and a way to overcome such stresses, problems, and development crises. It is important to note the relationship of causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main objectives of our study are to find out how stress of the innovation in education affects the professional and academic success of teachers and students, and how it’s affect their satisfaction with themselves their health and life in whole. The main method of our research was a theoretical analyze of the problems of stress of innovations by students and teachers. The results obtained show that pupils (students) and teachers need not only training in productive and effective methods of preventing and correcting stress of the innovations in situations of organizational and didactic development and stagnation, reforms and other changes. Crisis and stress states of the psyche of a child and an adult are conditions in which the risk of formation and consolidation of deviant behavior, developmental disorders, diseases and injuries, etc. increases. These changes become more pronounced in those cases when, under the conditions of training and education, work and rest, existing and changing relations in the process of innovation and other changes are not taken into account.
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