Methodological basis for pedagogical monitoring of innovative changes in education

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.