[b]On the readiness of teachers to secondary school innovation under GEF second generation[/b]
The concept of " innovation" ( "innovation ") and " innovation " is now firmly entered the vocabulary of educators, although many of them represent the essence of the concepts are not identical, and often diametrically opposed . There is no unity in the definition of these concepts among scientists from different fields such as philosophy, sociology, economics, psychology , pedagogy , etc.
Widespread in economics concept of "innovation" (from the English . "Innovation" - innovation , innovation , innovation ) is defined as the end result of innovation, be embodied in the form of new or improved product , embedded in the market, new or improved technological process used in practice , or a new approach to social services. 
According to OV Bondarenko innovation - is, on the one hand , the process vnovleniya , implementation , deployment, and on the other - an activity on vraschivaniyu innovations in a particular social practice. 1
In the context of the implementation of the Federal government standards at all levels of general education problem of innovation and innovation in education has become particularly relevant . Standards marked a sea change in the Russian system of education in general, related to the completion of the last - phase system reforms initiated as early as 90 years of the twentieth century. Russia joined the Bologna Process . An educational paradigm shift - from knowledge approach to personally -activity . Is the formation of a new ideology and methodology of education as an ideology and methodology of innovative education .
Researchers identify today as objects of innovative processes in education: content and structure of education, technology, teaching and educational processes , methods and tools for training and education , organizational and economic mechanism of management and others 
It would seem that with the new standards come complete understanding of the professional community of new goals , purpose, educational content that innovative education - it's been developing an education that is capable of self-development , and that creates the conditions for the full development of all its members . 1 Significantly, the role and authority of teachers' pedagogical knowledge in environment. And this innovative focus of teachers and educators , including creation , development and use of pedagogical innovations is a means of updating educational policy. Changed the nature of teachers' attitudes to the fact of the development and application of pedagogical innovations. And now it becomes more selective, and exploratory nature. 
This raises the question: how is ready to innovate in terms of standards implementation main subject of educational activities - school teacher ? :
We conducted a survey of the basic school teachers are not included in the "pilot" project for the introduction of the second generation of the GEF , forced to think : how ready for innovation in terms of new standards the main subject of educational activities - school teacher ?
Analysis of the survey results suggests that many teachers have not otrefleksirovat not comprehended the extent of their personal theoretical and practical readiness for new challenges to education and responsibility for solving them : there is no proper motivation to innovate.
The question : Is , in your opinion , the main purpose of the second generation of the GEF ? - 25 % of respondents said that it is - the practical orientation of education - 12.5 % identified the main purpose of standards - development of student skills independently to extract information . Following 12.5 % cited the desire to teach students to learn. Another 12.5 % of respondents reported an improvement in the quality of education . The need to predict the results of training standards as the appointment of designated 12.5 % of teachers ; conditions for self- learning - 6.25 %. Had no answer - 6.25 % of the respondents .
The question: What caused the emergence of the section " Expected Outcomes development of basic educational programs of secondary ( complete) general education " and Requirements ? 43.75 % of the teachers answered - need to see the end result of the work of the school and teachers ; 12.5 % - the desire to comply with the state order ; 6.25 % - the desire to implement the personal approach , 25% - the need to predict the outcomes of education . Had no answer - 12.5 % of respondents.
Noteworthy analysis to answer the question : What do you mean by planned personal development results studying the basic educational program ? Several teachers showed no representations or insufficient understanding of the personal educational outcomes . Interviewees named among the planned results of personal development of educational programs : education of the citizen , a patriot - 18.75 % ; rezulate development of learners of any subjects - 18.75 % , the development of self-knowledge in the student - 6.25 % , projected outcomes of education - 12.5 % of respondents , the formation of self-esteem in the student - 12.5 %, what the learner must achieve - 12.5 % of respondents ; student personal growth - 6.25 % of the teachers surveyed . Had no answer - 12.5 %.
From our point of view, presented the survey results may reflect both a low level of motivation for independent study of all the features of the new standard (up to special training sessions in the training ) and the lack of preparedness for major restructuring of professional work as a truly innovative. Subjective factors that determined these results may also include the lack of early inform teachers about various aspects of the new standards on the part of teaching services at various levels. The objective factors probably include the time factor and the conditions necessary for pre- training of teachers.
Condemnation of this problem are interested in innovation participants professional community forums DLC "Eidos" 
reveals a number of barriers to the introduction of innovations in the modern educational process across Russia . Among them, such as :
- - Lack of adequate funding;
- - Regular subvention is not going to upgrade education , and " patching holes" ;
- - Lack of competence ( lack of knowledge ) of some representatives of higher education authorities ;
- - Lack of exit courses that would allow without significant material costs for teachers to improve their skills ;
- - Lack of coordination of individual schools ;
- - Pedagogical conservatism , etc.
Solving these problems is to establish an atmosphere of openness , awareness of all subjects of the educational process that should lead , in our opinion , to the realization of the changes from the outside, requiring significant changes within a single educational institution.
In conclusion, we note that the problem of primary school teachers' willingness to innovate in terms of GEF second generation seems to us to date. From our perspective , it requires special attention on the eve of the implementation of Standards of the second generation in Major school that avoids the risk of negative consequences of the introduction of the second generation of the GEF .
- Bondarenko OV Modern innovative technology in education http://www.erono.ru/art/
- Innovative educational technologies RE . Resource : http://www.center-yf.ru/data/stat/Innovacionnye-obrazovatelnye-tehnologi...
- The notion of innovation. RE . Resource : http://www.inventech.ru/lib/predpr/
- I5.nnovatsionnye modern technologies in education . Electr. Resource : http://www.erono.ru/art/
- Forum DLC "Eidos " RE . Resource : http://www.eidos.ru/journal/2005/0910-26.htm
- Todosiychuk AV Innovative processes in education Electr. Resource : http://www.inventech.ru/lib/predpr/predpr0052/http://yandex.ru