METHODOLOGICAL BASIS FOR PEDAGOGICAL MONITORING OF INNOVATIVE CHANGES IN EDUCATION

Abstract

The article analyses the problem of non-formation of a unified approach to monitoring research
in education (conceptual apparatus, organization, mechanisms and conditions of implementation).
The aim of the study is to identify the methodological basis for pedagogical monitoring
of innovative changes in education. The approaches used are phenomenological, comparative.
The meta-analysis of education practices’ monitoring was made and the categorical analysis
of the concept of “monitoring in education” was formulated using the synthesis of research results’
monitoring and modelling. As a result, the methodological basis for pedagogical monitoring
of innovative changes was created embracing concept clarification, model representation,
principles, functions, and technology. Pedagogical monitoring of innovative changes is described;
the principles and functions of pedagogical monitoring are identified; a model and technology
of pedagogical monitoring of innovative changes in education are developed. The methodological
bases of pedagogical monitoring of innovative changes can be used in the development
of analytical and monitoring programs of innovative educational institutions.