Nadezhda Kaloyanova
Prof. d-r Asen Zlatarov University – Burgas (Bulgaria)
https://doi.org/10.53656/str2023-4s-11-imp
Abstract. Within the teacher's activity, school innovations can be summarized as innovations in the complete realization of the formal and non-formal educational
process by introducing new or transforming traditionally imposed approaches,
methods, means, technologies, and content. The establishment of innovations in
modern education is identified with the digitalization process from which several
misunderstandings arise. Still other problems related to the introduction of school
innovations are still relevant and cause teachers' resistance to innovative school
activities. Therefore, the mission of the university is to prepare teachers for this
challenge. This study presents a part of a large research, commissioned by the Ministry
of Education and Sciences, covering 3089 newly appointed teachers (with up to 3
years of educational experience). The study aggregates data from 8 questions, that are
a part of questionnaire containing 38 questions. The results provide information both on the deficits in university preparation in aspect to introducing of school innovations, and on the specific attitudes of teachers from different stages and degrees of school education for conducting innovative educational activities, including ICT.
Keywords: school innovation; newly appointed teachers; digitalization in education
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