Innovative Solutions: Tackling Inertia in Teaching Dynamics
Irina Voronyuk
1
a
, Vira Chudakova
2
b
, Lyudmila Perminova
3
c
and Mukhiddin Bafaev
4
d
1
National Pedagogical University named after M. P Dragomanov, Kyiv, Ukraine
2
Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine
3
Kherson State University, Kherson, Ukraine
4
Tashkent State Technical University named after Nizami, Tashkent, Uzbekistan
Keywords: Psychological Inertia, Environmental Inertia, Inertia, Creativity, Methods of Influence, Creative Interaction.
Abstract: The article highlights the environmental challenge of psychological inertia and the system's inertia in the
interaction between teachers and the development of strategies to overcome it. The unconscious selection of
influence methods, automatic deployment of teachers' action sequences (techniques, intonations, body
signals), and a lack of mental energy to alter pedagogical thinking contribute to psychological inertia.
Additionally, insufficient automated alternative approaches further hinder change, compounded by resistance
in the teacher's personality's functional systems. Overcoming this inertia requires specialized psychological
training, focusing on cyclically reconstructing and modifying the configuration of influence methods.
Teachers need heightened awareness at the moment of choice, understanding existing high-frequency
strategies, and transforming automatic actions for creative interaction with students. Shifting from superficial
to profound influences contrasts with contemporary frontal techniques, fostering traits essential for students'
active, independent, and autonomous future lives.
1 INTRODUCTION
1.1 Introduction to the Changing
Educational Paradigm
The evolving landscape of education demands a shift
in goals and objectives, focusing on individual
development and nurturing creative qualities. This
necessitates innovative approaches and the adaptation
of traditional didactic principles. The modern
specialist must not only acquire fundamental
knowledge but also develop general thinking and
creative abilities. This interplay is crucial for
preparing individuals to adapt to rapid changes in
education, industry, and information technologies, as
highlighted by M. Zinovkina.
a
https://orcid.org/0000-0003-3959-3336
b
https://orcid.org/0000-0003-3801-6540
c
https://orcid.org/0000-0002-6818-3179
d
https://orcid.org/0000-0002-8501-8458
1.2 Teaching Creative Thinking and
Overcoming Psychological Inertia
Teaching individuals to think creatively and generate
non-standard ideas is a complex task. Effectively
nurturing creative thinking involves teaching
practical ways of engaging in creative activities and
overcoming psychological inertia. Creative
imagination, considered a controlled process, plays a
pivotal role. According to G. Altshuller and M.
Zinovkina, a highly developed imagination is
essential for envisioning creative solutions before
their actual implementation. Initiating this
development from childhood is crucial for
satisfactory long-term results.
1.3 Understanding Psychological
Inertia and its Impact on Creativity
Psychological inertia, the resistance to revising
existing ideas even when unsupported by experience,
1190
Voronyuk, I., Chudakova, V., Perminova, L. and Bafaev, M.
Innovative Solutions: Tackling Inertia in Teaching Dynamics.
DOI: 10.5220/0012956600003882
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1190-1196
ISBN: 978-989-758-723-8
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.

significantly impacts creative problem-solving.
Genrikh Saulovich Altshuller, a key figure in TRIZ,
identified various types of psychological inertia,
ranging from habitual functions to traditions.
Overcoming these inertias is essential for effective
decision-making in situations requiring creativity and
innovation, as evidenced by research on creativity
and innovation activities by I. Voronyuk, M. Bafaev,
and others.
1.4 Socio-Psychological Dimensions
Psychological inertia has broader implications in the
socio-psychological realm. Tolerance, a key aspect in
societal harmony, is affected by psychological inertia.
The article emphasizes the importance of addressing
psychological inertia not only for fostering creativity
but also for promoting tolerance and awareness in
society. Understanding and overcoming
psychological inertia is pivotal in the socio-economic
context, particularly in creating conditions for the
formation of competitive personalities in the younger
generation.
1.5 Challenges in Implementing
Innovative Education
The acceleration of economic development and the
transition to an innovative education system pose
challenges in overcoming psychological inertia,
especially among teachers. The article underscores
the need for psychological readiness for innovation, a
critical factor in the successful implementation of
innovative transformations in education. Despite the
importance of innovation, the article notes that
psychological factors, such as resistance to change,
hinder the adoption of new methods and technologies.
The study calls for further research to address the
psychological readiness of teachers for innovative
activity, emphasizing the significance of this aspect
in creating competitive and innovative educational
environments.
2 RESEARCH METHODOLOGY
To achieve the set goals and objectives, a
comprehensive approach was taken, utilizing various
scientific research methods:
a) Theoretical methods such as analysis,
synthesis, generalization, systematization, modeling,
and design were employed for a theoretical
examination of scientific sources related to the
problem of determining, evaluating, and developing
pedagogical methods and creative techniques for
teacher-student interaction. This included the
development of a theoretical model of creative
interaction and supporting the foundations of
empirical studies on specific aspects of the problem.
b) Empirical methods, including questionnaires,
testing, questioning, interviewing, document
analysis, peer review, and monitoring, as well as
psychodiagnostic methods, were utilized to study
personality traits and properties. These methods
aimed to assess their significance in the teacher's
choice of methods and the emergence of individual
inertia configuration of influence methods. Expert
assessments were also employed to study internal and
external factors influencing creativity in teacher-
student interaction.
c) Experimental methods were employed,
including ascertaining experiments for structural
analysis, formative experiments for the development
of psychological tools, and techniques of creative
pedagogical interaction. This involved special
psychological training for teachers and psychological
work with students to enhance creative interaction
skills.
d) Interactive creative methods such as
moderation and brainstorming were used.
e) Interactive correctional and developmental
methods, including active socio-psychological
education and targeted training to impact the
development of creative skills, were applied in the
course of teacher-student interaction.
g) Mathematical-statistical methods like
variational, correlational, and factorial analysis,
utilizing the statistical program package SPSS, were
employed to clarify latent structures, personal
determinations, assess significance of changes, etc.
To address the problem of "inertia in the system
of means of interaction between the teacher and
identify promising areas for the development of ways
to overcome it," a complex system of valid and
reliable psychodiagnostic methods was used. This
included the "Checklists of methods of influence and
interaction between teachers and students" and the
"Checklist of indicators of subsystems of students'
personal constructs as target objects of the teacher's
creative influence." These methods were developed
by I. Voronyuk during the scientific study
"Psychological foundations of creative interaction
between teachers and students" and have been tested
and implemented in various educational institutions
in Ukraine and Uzbekistan.
To understand the role of basic personality traits
and characteristics in the degree of creativity of
Innovative Solutions: Tackling Inertia in Teaching Dynamics
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interaction, the 16LF test by R. Kettel and
questionnaires on creativity and pedagogical activity
features were utilized. Observation and conversation
methods were employed during the analysis of
configurations of methods of influence and
interaction of teachers, as well as to assess the
progress dynamics in formative experiments with
students and teachers. Over 500 respondents from
educational institutions in Ukraine and Uzbekistan
participated in the validation of these methods.
3 RESULT AND DISCUSSION
In The problem of inertia in the field of education, as
analyzed by various researchers such as G. Altshuller,
I. Voronyuk, M. Zinovkina, and R. Gareev, is deeply
rooted in the resistance of teachers to change their
established methods of influence. This fixity is
attributed to factors like efficiency, energy intensity,
and a tendency towards simplification in the teaching
process. Teachers often stick to familiar techniques,
rejecting new and potentially more effective ones due
to the effort required for adaptation and the desire for
simplicity in handling large student populations
within limited time frames.
One major aspect of the inertia problem is the
difficulty teachers face in restructuring their methods
of influence without significant effort. The existing
stereotypical system of methods works seamlessly,
driven by thousands of repetitions and the elimination
of less effective approaches. Introducing creativity
into this system requires conscious, volitional
repetitions of new methods, but the reluctance for
prolonged training sessions and the subconscious
resistance to change hinder this process.
To address the inertia problem at the individual
teacher's level, there is a need to disrupt their existing
system temporarily. One effective training technique
involves prohibiting the use of standard methods
when introducing and practicing new techniques.
However, teachers often resist abandoning their
established schemes, making it challenging to
incorporate new methods into their fixed systems.
The study of inertial self-preservation in teaching
methods reveals the importance of transferring new
methods to the subconscious through automated
training. Achieving this requires giving the new
method high priority and probability of application
within the existing pedagogical model. The challenge
lies in the conscious combination of simple
techniques and the difficulty of non-verbal
accompaniment, which is often hindered by the
teacher's rational self-confidence and the time
constraints of real-time interactions.
The fixation and stereotyping of teaching
methods are influenced by factors such as frontality,
inequality of status, and gender-based tendencies
among teachers. Female teachers, in particular, tend
to rely on gender-specific strategies that focus on the
process of interaction, leading to unnecessary
automation of certain methods. Overcoming this
involves assimilating male gender strategies,
concentrating on deeper causes of student behavior
deviations.
The key psychological challenge in teacher
training is raising awareness at the "choice point"
when deciding on the appropriate line of influence.
Training methods include creating short pauses,
internal settings for non-standard influence, and
automating new influence algorithms. Overcoming
psychological inertia requires an increased level of
personal psychic energy and a positive mood for
teachers to instantly choose alternative lines of
influence.
Psychological inertia is seen as a positive effect
of a teacher's professional development, creating
stable functional schemes for deploying lines of
influence. However, to foster creativity in teacher-
student interactions, there is a need to periodically
overcome inertia by preserving existing algorithms
and significantly increasing the importance of new
lines of influence.
Figure 1: Teaching Impact: Diverse Strategies for
Information Occasions.
The author, I. Voronyuk, conducted a
comprehensive analysis of psychological literature to
develop checklists aimed at studying the methods of
influence and interaction between teachers and
students. These checklists also included indicators for
identifying subsystems of personality constructs in
students targeted for creative influence. The psycho-
diagnostic methods proposed by Voronyuk, namely
the "Checklists of methods of influence and
interaction of teachers with students" and the
"Checklist of indicators of subsystems of students'
personal constructs, as targets for the teacher's
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creative influence," were validated with over 500
participants from Ukraine and the Republic of
Uzbekistan, including teachers, students, and
educational professionals.
The study involved both ascertaining and molding
experiments, with data collected and analyzed before
and after corrective and developmental interventions
(training). The statistical analysis of the empirical
data was conducted using the SPSS package. The
factor analysis of the frequency of using 487
"techniques of influence" by 131 teachers revealed
typical patterns of influence, including algorithmic
meaning and non-verbal accompaniment.
An important finding from the statistical analysis
was that teachers, when faced with an opportunity for
influence, have a multitude of response strategies at
their disposal. The results indicated that teachers tend
to prioritize certain strategies based on the weight of
the main components, with more frequently used
strategies occupying higher ranks. Over time,
teachers naturally eliminate ineffective methods,
relying on those with quick success or meeting other
pedagogical criteria. The study suggested that by the
third year of teaching, teachers develop a
psychological inertia, associating specific
information occasions with automatic deployment of
particular methods of influence.
The proposed consideration of the priority of rank
average estimates for the "criteria for choosing
methods of action" in Table 1 provides further insight
into the decision-making process for teachers when
selecting influence strategies.
Table 1: In Focus: Mean Scores of Reception Selection Criteria.
First cut
X cf.=65.2; s=12.8 [78.0; 52.4]
Second cut
X cf.=67.7; s=9.8 [77.5; 57.9]
Indicators
X cf.
s
Indicators
X cf.
s
Criteria for choosing methods of influence:
creating a positive state
79.8
18.9
Criteria for choosing methods of influence:
creating a positive state
79.9
18.7
Criteria for choosing methods of influence:
the positivity of the emotions evoked in
students
76.8
19.2
Criteria for choosing methods of influence:
the positivity of the emotions evoked in
students
76.9
22.8
Criteria for the selection of methods of
influence: the creation of training
installations
75.1
21.4
Criteria for the selection of methods of
influence: the creation of training installations
76.4
22.7
Criteria for choosing methods of influence:
moral acceptability
74.6
19.6
Criteria for choosing methods of influence:
initiating student activity
75
22.8
Criteria for choosing methods of influence:
the success of personal use
74.4
20
Criteria for choosing methods of influence:
moral acceptability
74.9
21.1
Criteria for the choice of methods of action:
the effectiveness of the method in practice
73.6
20.7
Criteria for the choice of methods of action:
the effectiveness of the method in practice
73.5
20.8
Criteria for choosing methods of influence:
initiating student activity
73.4
23.6
Criteria for choosing methods of influence:
the success of personal use
71
24.5
Criteria for choosing methods of influence:
freedom of conquest and execution by the
student
70.7
20.1
Criteria for choosing methods of influence:
freedom of conquest and execution by the
student
70.8
22.1
Criteria for choosing methods of influence:
influence by appealing to the mind of the
student
70.1
21.4
Criteria for choosing methods of influence:
influence by appealing to the mind of the
student
70.4
26
Criteria for choosing methods of influence:
creating a physical tone
68.6
26.5
Criteria for choosing methods of influence:
influence by appealing to the student's
subconscious
69.6
22.4
Criteria for choosing methods of influence:
guaranteed conquest and execution
68.3
22.3
Criteria for choosing methods of influence:
guaranteed conquest and execution
68.3
23.5
Criteria for choosing methods of influence:
influence by appealing to the student's
subconscious
65.4
19.3
Criteria for choosing methods of influence:
creating a physical tone
67.3
29.2
Criteria for choosing methods of influence:
the strength of toning students
56.7
23.6
Criteria for the choice of methods of
influence: the termination of the preliminary
activity of students
62.9
26.5
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Criteria for choosing methods of influence:
the strength of psychological pressure
48.7
28.3
Criteria for choosing methods of influence:
the strength of toning students
59.7
29.2
Criteria for choosing methods of influence:
creating a meditative state
48.6
29.6
Criteria for choosing methods of influence:
the strength of psychological pressure
58.9
28.9
Criteria for the choice of methods of
influence: the termination of the
preliminary activity of students
45.9
30.2
Criteria for choosing methods of influence:
creating a meditative state
53.5
28.8
Criteria for choosing methods of influence:
the negativity of evoked emotions in
students
37
28.3
Criteria for choosing methods of influence:
the negativity of evoked emotions in
students
41.4
30.5
Each day, the teacher unconsciously implements
numerous influences, which, over time, undergo
subconscious comparisons, forming an internal
hierarchy based on the "effectiveness of the
technique" within the teacher's own performance.
Individual techniques and influences prove effective
for some teachers but ineffective for others, resulting
in the gradual development of a personalized
configuration of influence methods tailored to the
teacher's characteristics and personality.
As years pass, the automation of these influences
reaches a level where they occur effortlessly, devoid
of conscious decision-making. In the pedagogical
context, this is perceived as the pinnacle of
pedagogical skill. Consequently, early in a teacher's
career, an effective automatic pedagogical behavior
emerges, solidifying into a stereotyped system of
methods. This rigidity poses a challenge to the
incorporation of new strategies into the existing
framework, rendering the system inertial in a negative
sense. However, from a positive perspective, it
becomes skillful, stable, and maximally effective.
Table 2 illustrates the ranked average assessments
of the frequency with which teachers employ various
methods and action techniques.
Table 2: Effective Educating: Ranking Methods for Impactful Teaching.
First cut
X cf.=53.4; s=17.5 [79.0; 35.9]
Second cut
X cf.=58.1; s=16.0 [74.1; 42.1]
Indicators
X cf.
s
Indicators
X cf.
s
Explanation: through informing,
describing, commenting, interpreting,
comparing, simplifying
81.3
16.3
Explanation: through informing, describing,
commenting, interpreting, comparing,
simplifying
82.9
18.3
Distancing by positive methods: advice,
recommendation, teaching, praise, consent
79.7
15.9
Motivation: multilateral actualization of motives:
recognition, near and distant future, economic -
and practical considerations, form, prestige,
reputation, belonging, external reasoning, social
recognition, connections, participation, material
things
79.2
18.6
Motivating gratitude: positive, with praise,
morally encouraging for a specific
manifestation
78.8
17.4
Distancing by positive methods: advice,
recommendation, teaching, praise, consent
79.2
17.6
Moral support, encouragement, exercise
76.5
20.6
Motivating appreciation: positive, with praise,
morally traceable for a specific manifestation
79
19.7
Motivation: multilateral actualization of
motives: recognition, near and distant future,
economic and practical considerations,
form, prestige, reputation, belonging,
external reasoning, social recognition,
connections, participation, material things
75.5
16.6
Expression of gratitude: a distant emotionally
expressive expression of gratitude for attention,
action, future action, quality of action or
behaviour as a request, command, expectation of
the necessary way of personal functioning from
the student
77.8
21.9
Criticism concern, compassion and praise
74.9
21.1
Moral support, encouragement, exercise
77.4
22.5
Motivating summaries: focusing on
goals, summarizing and as an impulse to
action
73.3
18.3
Translation of information: initiation by the
method of open questions of logical, sequential
translation of information, its interpretation and
formulation of conclusions
77
21.7
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Expression of gratitude: a distant
emotionally expressive expression of
gratitude for attention, action, future
action, quality of action or behaviour as a
request, command, expectation of the
necessary way of personal functioning
from the student
73.2
22.6
Reasoning: active, fundamental, two-sided,
from advantages to disadvantages, rational,
cold, avoiding exacerbations
74.9
20.5
Decisive, persistent, provocative advice
73.2
27
intonation calming
74.8
22.9
Translation of information: initiation by the
method of open questions of logical,
sequential translation of information, its
interpretation and formulation of
conclusions
72.5
20.3
Gratitude: Neutral, Enhanced, and
Encouraging-Critical Appreciation
73.6
22.7
Motivating influence: due to social needs
for respect, security, confidence, self-
expression
72.4
20.3
Interest generation: through attention-grabbing,
detail, imaginative stimulation, stress relief,
imitative status equality, and transformation of
interest into student action
73.6
21.5
Demonstration of trust as a means of
finding out the truth
72.2
25.3
Motivating summaries: focusing on goals,
summarizing and as an impulse to action
73.5
21
Management of attention and content of
the actual field of consciousness of
students
71.3
18
Please do not do with impeccably polite
stylistically elevated style of address
73.4
19.8
Interest generation: through attention-
grabbing, detail, imaginative stimulation,
stress relief, imitative status equality, and
transformation of interest into student
action
71
18.4
Criticism concern, compassion and praise
73.4
23.2
Overcoming inertia in specialized psychological
training (references 4 and 9) appears to hinge on
disrupting the established system of methods. For
instance, in a psycho-technical exercise where the
directive is to employ each subsequent influence in a
novel way, avoiding repetitions. Only when the
stereotypical patterns of influence are depleted does
the instructor become receptive to new techniques
suggested by the psychologist-trainer and to intuitive
modifications of influence methods. This shift can be
seen as a qualitative leap in overcoming
psychological inertia, leading to a truly creative
interaction with students.
Initiating the process of overcoming
psychological inertia involves establishing an internal
value priority to act differently. The path to acquiring
this and breaking one's psychological inertia in
professional pursuits begins by embracing novelty in
every aspect of personal life outside the professional
domain. Initially, actions are taken for the sake of
novelty itself, but over time, more effective methods
emerge among the new approaches. By focusing on
these effective methods, individuals develop
automaticity in adopting a new, more efficient way of
life, ultimately banning outdated practices after
numerous repetitions.
The pivotal factor in overcoming psychological
inertia within the system of influence methods is
instigating actions in new ways in every moment of
one's life, thereby understanding the psychological
mechanism of total awareness of one's life flow. This
represents a complex and challenging strategy for
fostering creativity based on complete awareness of
one's life activity. Teachers, when fatigued, often
avoid this strategy, contributing to the solidification
of stereotypical methods and hindering the transition
to creative activities.
A psychological and pedagogical analysis of
prevalent teacher strategies reveals a focus on the
immediate and correction of situational deviations.
While important, this focus proves a significant
drawback in terms of fostering creativity. High school
students should be presented with models of active
behaviour that encompass leadership, management,
competition, and creative activities for generating and
implementing their own ideas. These models should
be future-oriented, aligning with the evolving
economic, political, and technological systems.
Teachers, by simplifying their activities and
concentrating mainly on current situations,
inadvertently foster a performer mentality in students.
This arises from the overuse of interaction styles
emphasizing unequal status relations and insufficient
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consideration of the psychological aspects crucial for
shaping the "ideal" pedagogical model of personality.
Crucial aspects for enhancing the creativity of
teacher-student interactions, aligning with the needs
of young people post-graduation, include fostering
business interaction, public engagement,
independence, autonomy, leadership, pragmatic
problem-solving, self-development in diverse
economic areas, and familiarity with market
interaction models. Additionally, cultivating contact
skills with a balance of social freedom and
responsibility, employing psychological tools for
individual mastery, promoting tolerance, and
fostering a general psychological culture are essential
elements in this pursuit.
4 CONCLUSION
The essence of the mechanism underlying a teacher's
choice of influence and interaction methods lies in the
unconsciousness during the decision-making
moment, the automatic execution of established
chains of actions (including techniques, intonations,
and body signals), a shortage of mental energy to shift
pedagogical thinking, and the inadequacy of
alternative automated pathways for influencing
actions. This psychological inertia is further
compounded by the resistance within the teacher's
personality's functional systems, forming a complex
web of associated elements. Consequently, the
foundation for enhancing the creative nature of
teacher-student interactions through specialized
psychological training should involve a continual
process of reconstructing and modifying the
configuration of influence methods available to
teachers.
This training aims to heighten teachers' awareness
at the critical juncture of choosing influence methods
during an "information occasion." It involves
cultivating a profound understanding of existing
high-frequency individual pedagogical influence
strategies, typically implemented automatically. To
foster creative interaction with students, there's a need
to transform these strategies and redirect influences
from surface-level manifestations to deep personal
connections. This approach opposes contemporary
frontal techniques, which tend to hinder activity and
cultivate traits that limit students' initiative, hindering
the development of skills essential for an active,
independent, and autonomous future life.
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