Формування професійної креативності майбутніх учителів початкової школи в процесі вивчення фахових дисциплін

Abstract

Дисертацію присвячено дослідженню проблеми формування професійної креативності майбутніх учителів початкової школи в процесі фахової підготовки. Проаналізовано теоретико-методологічні підходи до проблеми розвитку професійної креативності. З’ясовано, що формування креативності і розвиток творчої індивідуальності вчителя початкової школи сприяють підвищенню його компетентності і професіоналізму. Уточнено сутність поняття «професійна креативність»; визначено компоненти професійної креативності, її критерії, показники та структуру, конкретизовано її рівні. Розроблено, теоретично обґрунтовано та експериментально апробовано в інноваційній практиці ефективність концептуальної моделі формування професійної креативності майбутніх учителів початкової школи та комплекс педагогічних умов її успішного функціонування. Розроблено й реалізовано засобом упровадження технології формування творчості особистості, інформаційно-комунікаційної, проектної, інтерактивної, кредитно-модульної технологій навчання спецкурс «Педагогічна творчість та інноваційна діяльність – основа формування професійної креативності» у процесі фахової підготовки для перспективного формування професійної креативності майбутнього вчителя початкової школи. The problem of professional creative formation of future elementary school teachers and training of them to future educational activities are analyzed in the thesis. The main of theoretical approaches to the problem of creative development of future elementary school teachers are analyzed in this problem. The concept of «creativity» is considered in the thesis as the ability of personality to perceive and use of the most optimal means to making of a new and original, socially demand of product. Creativity is considered in this context as a conscious human activity, directed at the image and transformation of reality. Creativity – is the process, as a result of the success realization of the new or old of the phenomenons and the facts are appeared and restructured, and creativity – is a person’s ability, serving as a compulsory condition of the creative process. Professional creativity – is the dynamic quality of the teacher that an innovation, active and search process of organizing pedagogical activities are determined in order to forming creativity of pupils. The creativity is manifestation in the ability to see and non-standard to solve of professional problems, using on this purpose the most optimal ways and means, promote the successful interaction with the environment, especially in non-standard situations and facilitate the creation of original products with the personal and social importance. The components of the pedagogical creativity have internal and external manifestations: external manifestation – a motivational component (intention to a new, humanistic establishes), cognitive (general professional and pedagogical knowledge, knowledge of the theory of the pedagogical creativity), activities (social direction, empathy, stimulation and making of creative environment, divergent and system thinking, communicativeness and creative level solution of educational tasks). The dedicated components in the structure of pedagogical creativity are the criteria of the diagnostics formed levels of the professional creativity. The selected elements of these components of professional creativity are indices of diagnostic levels of its formation. The pedagogical conditions support of the formation of professional creativity of future elementary school teachers in the process of learning disciplines are determined and theoretically grounded: contribution to open of the creative potential of future elementary school teachers in the process of theoretical and practical training by means for studying the profile subjects which are included in the process self-diagnostics on the basis of reflection; development and realization of the system multi-level creative tasks in educational and creative pedagogical environment that promote to activation the potential creativity and provide the stage-by-stage of the formation and integration of motivational, cognitive and activity components of professional creativity, use of information and communicative, project, interactive, studies for the credit-module, to provide the transformation of theoretical knowledge of profile subjects in their own practical creative experience by the way of individual, group, combined, self-consistent of the training forms. The effectiveness of the conceptual model of the formation professional creativity of future elementary school teachers in the process of profile education are developed and experimentally verified. The special course «Pedagogical creation and innovation activities – the basis of formation of professional creativity» is developed and realized in the frames of information and communication, project, interactive, studies for the credit-module technologies. Its content, method of realization is tightly coupled with the components of professional creativity and pedagogical conditions of its formation. Analysis of the results of formation of professional creativity after the introduction of a special course permits to the conclusion about the availability of its use with the aim of the most successful formation of professional creativity of future elementary school teachers in the process of their profile training.