The linear structure of the stages of innovative process which are consistently replacing each other given above represents the simplified scheme of its real expansion. Concrete innovative process not necessarily has to include all considered stages in their strict sequence and continuity. The specified stages can have various duration.
Necessary changes in curricula, programs, technologies of pedagogical education will happen only when the objects corresponding to real requirements of system of the general education taking into account tendencies of its development are set.
The birth of new pedagogical consciousness and the new training technologies occurred as a result of a number of historical and social changes. The most global line of all sociocultural changes in the world since the beginning of the XX century is the acceleration which concerned development of all spheres of social life of the person. Discrepancy between development of school and the general level of a cultural and technical environment was a consequence of this process.
The fourth stage - practical work on an experimental platform on introduction of an innovation to pedagogical process, correction implementation, tracking of results of experiment, introspection of professional activity. At this stage the innovative position of the teacher as system of his views and installations in the innovation relation is formed.
Other researches of the same period showed that only 7% of the interrogated young teachers considered that without any problems got into gear, the others were adjusted is critical, especially to teacher's college. To 80% of respondents considered themselves unprepared to educational work and 72% – to educational (.
The expanded reproduction of an innovation which is characterized by that process of production of an innovation extends on many organizations in this cycle between creation of an innovation and its distribution between users is added a stage of distribution of methods of production of an innovation and forms of its use; the broad production of an innovation providing saturation of need for this innovation. Full life cycle of innovations includes five stages: start, rapid growth, maturity, saturation, finish or crisis (.
Historically all new and unknown always caused alarm and fear in people. Therefore, owing to emergence of negative feelings, existence of stereotypes of individual and mass consciousness, the innovations mentioning a way of life, interests and habits of people can cause in them the painful phenomena. It is caused by blocking of vital needs in safety, security, self-affirmation, comfort, etc.
The simple reproduction of an innovation which is characterized by that the innovation is created only in that organization in which its production was for the first time mastered; this cycle includes the following stages: formation of prerequisites of an innovation – need for it, a discovery, creation of an innovation, including its first development, distribution of an innovation among users, use or consumption of an innovation.
The first type – the innovations occurring considerably it is spontaneous, without exact binding to the most generating requirement or without completeness of understanding of all system of conditions, means and ways of implementation of innovative process. Innovations of this sort are not always connected with completeness of scientific justification, more often they occur on an empirical basis, under the influence of situational requirements. It is possible to refer activity of teachers innovators, tutors, parents to innovations of this type, etc.
Fear of punishment from other person, whose position we criticize. Criticizing the person, we usually cause response from his party. Fear of such reaction quite often acts as an obstacle in a way to development of own creative thinking.
If to analyze tendencies of development of the general education, it is possible to draw rather valid conclusion that in the future of the teacher, on the target orientations and modes of work, will in many respects not become similar to modern colleagues. Their main difference will consist in orientation not on transplantation of knowledge, and on development of pupils, so, they will seize appropriate technologies of the developing training. But teachers for the future have to prepare in pedagogical HIGHER EDUCATION INSTITUTIONS already today.