Leading tendencies in the development of the innovation movement in the history of Ukraine’s education of XX century were identified and revealed in the dissertation, the experience of educational innovation in the contemporary school practice was fore-grounded as well.
The author analyzed historiography of a problem. It has been found out that historiography of the problem of the development of the pedagogical innovation movement in the history of education of Ukraine in XX century is relevant and promising for the in-depth interpretation of this phenomenon. The achievements of the researchers of academic science, educators-practitioners were presented with numerous scientific studios: articles, monographs, dissertations, where the following aspects of the studied problem were characterized: characteristics, essence, classification of innovation in education; a phenomenon of “the advanced pedagogical experience”; the personified educational innovation activity; the introduction of the innovation experience in the educational practice; the history of the establishment and development of the pedagogical innovation; the evolution of innovation authorial schools; the pedagogical innovation and generalization of the advanced pedagogical experience in higher school (university education).
The methodology was grounded and essential characteristics of the studied concepts were clarified: “the innovation pedagogical movement” (creative in its essence, constant in time, non-uniform in intensity and scope, not necessarily logically completed process of search, working out, introduction of novelties into school practice), “pedagogical innovation” (development, explanation, approbation and introduction of innovative author’s and collective educational technologies, projects, aimed at the formation of positive features of an individuality through education and upbringing, humanization and democratization of educational process in educational institutions), “the development of a pedagogical innovation movement” (historical-evolutional development of the innovation movement, in compliance with a changeable legal educational sphere, socio-political circumstances, specific aspects of the development of education in the country).
The following preconditions of the beginning of the innovation movement of educators in Ukraine in the studied period were identified: socio-economic (industrialization, collectivization, famine/holodomor, military battles, planned economy, five-year plans of the development of national economy and social sphere, etc.), socio-political (rooting/Ukrainization, one-party system, socialist ideals, communist ideology, strict regulation of educational processes, Stalin terror, “Khrushchov’s thaw”, etc.), organizational-pedagogical (hierarchical and centralized management of education, stable system of education, socio-personal education, stress on the formation of pupils’ groups, pedagogics of cooperation, etc.).
The main forms of propaganda and popularization of the innovation achievements in the history of the Ukrainian education in XX century were characterized. The history of the popularization and introduction of the advanced pedagogical experience in the Ukrainian school practice was analyzed. It has been confirmed that propaganda and dissemination of the advanced pedagogical experience have always been understood by governing bodies of education.
The documents, which were little-known or unknown earlier, historical facts, connected with the history of the development of the innovation movement in education of Ukraine in XX century, were added to scientific resources.
