HISTORIOGRAPHY OF THE DEVELOPMENT OF INNOVATIVE EDUCATION TECHNOLOGIES IN UKRAINE (THE 90S OF THE XX – BEGINNING OF THE XXI CENTURY)

Abstract

The article analyses the historiography of the development of innovative learning technologies in Ukraine in the 90s of the 20th – at the beginning of the 21st century. It is determined that the definition of "innovative technologies" is associated with two interrelated categories such as "innovation" and "technology" and does not have a single definition. The analysis of innovative processes in education proves that their development in the 90s of the 20th - at the beginning of the 21st century took place in stages. The historiographical analysis of the studied phenomenon allowed its development to be conditionally divided into three interconnected periods: 1991–2000 – reformation and theorization; 2000–2010 – diversification; 2011–2023 - systematization. Within each of the isolated periods, the development vectors of the phenomenon under study are determined, as well as its coverage in regulatory and legal acts, dissertation studies, in the columns of periodicals, conferences, etc. It has been concluded that the 90s of the 20th - the beginning of the 21st century in pedagogy is characterized by a huge number of innovations that sought to transform the existing education system. It is emphasized that everything that happened in education during this period had a spontaneous character, but many scientists and practicing teachers introduced new approaches in their activities, which led to the modernization of certain elements of the system as such. Therefore, innovative transformations in Ukraine at the beginning of the 90s of the 20th century were mainly local in nature. The education system at this stage required the analysis of innovation situations, the development of methodology and evaluation of innovations, the formation of recommendations for state policy in the field of innovation. It is emphasized that this was done at the beginning of the 21st century due to, in particular, the adoption of a separate Law of Ukraine "On Innovative Activities". A variety of innovative technologies have become the subject of scientific and pedagogical research, and pedagogical innovations have come to be considered as dominant in educational policy.