Methodological Approaches to Preparing Students for Professional Innovative Activity
Authors:   Chelyabinsk State Institute of Culture (Chelyabinsk, Russian Federation), Grevtseva Gulsina Ya. , Kotlyarova Irina O. ,   South Ural State University (Chelyabinsk, Russian Federation), Serikov Gennadii N. ,   South Ural State University (Chelyabinsk, Russian Federation), Fakhrutdinova Anastasia V. ,   Kazan (Volga Region) Federal University (Kazan, Russian Federation), Tsiulina Marina V. ,   South Ural State Humanitarian Pedagogical University (Chelyabinsk, Russian Federation)
Published: June 2021

The article reveals the preparation for professional innovative activities at different levels (public, socio-pedagogical, theoreticalmethodological, and methodological-technological). The main types of innovation – creation, development, testing, implementation – are characterized. The phenomenon is briefly analyzed. Despite the accumulated experience and existing interest in the problem, there are few studies on the preparation for innovative activity of students of technical and cultural universities. In the article, a definition of the term “professional innovation” is proposed. The essence of readiness for innovation is presented. The choice of innovative, energyresource, integrative approaches to preparing students for innovative activity is substantiated. The functions of the approaches are presented. These functions are realized through a system of certain principles. In the article, the methods of analysis, questionnaire, testing, ranking were used to identify students’ and teachers’ values of innovative activity, to determine objective and subjective factors affecting professional innovative activity, and methods and means students and teachers find effective in developing creative abilities. The respondents emphasize professional patriotism, professional health (capacity for work), and creativity as the most significant values of innovative activity. The article presents the most effective forms, methods, and tools that contribute to readiness for innovation. Particular attention is paid to the innovative projects in mixed groups of the South Ural State University. The implementation of sociocultural projects at Chelyabinsk State Institute of Culture is described. Examples from practical experience are given. It is noted that the training of students in various types of their independent activities is based on their personal experience of independent activities. The necessity of pedagogical assistance is the most appropriate way of pedagogical support, creating conditions for students for independent education. It develops the readiness for innovative activity and the ability to manage educational activities. The key results of the study are: the specified content of key concepts; the determined structural elements of readiness for innovation, skills (forecast, planning, analysis, interpretation, reflection), values of innovation (professional patriotism, performance, health, creativity, etc.); the revealed methodological approaches to preparing students for professional innovative activity; the identified principles and conditions for the implementation and functioning of the phenomenon.