ТВОРЧЕ МИСЛЕННЯ ПЕДАГОГА, ЯК ОСНОВА ПРОФЕСІЙНОГО ВДОСКОНАЛЕННЯ

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Introduction The problem of self-development and personality creativity has always been of interest to researchers. It can be argued that self-development and creativity can be taught. The solution of this problem is rational, while the process of creativity is irrational.The desire for constant self-improvement and development of creative thinking is important for the profession of a teacher. After all, the teacher could never consider his/her professional development to be complete. And in this fundamental openness, incompleteness, the fundamental feature of the development of his/her personality, the formation of his/her individual experience, professional self-consciousness and categorical structures of professional thinking is reflected. Particular importance of this problem comes at the stage of primary professionalization, while studying in high school.Purpose To study the psychological peculiarities of the development of the teacher's thinking and his/her self-improvement.Methods. The following research methods were used such as theoretical analysis of literature, generalization, observation and methods of A.V Lazukin, N.F Kalina to determine the level of self-actualization.Results It is proved that there are shortcomings in the psychological preparation of the future teacher, and it is stated that the university does not teach the future teacher to solve pedagogical problems.Originality The solution of the problem of reconstruction of constructive schemes requires from the teacher awareness (reflection) of its own categorical apparatus, its strengths and weaknesses, rethinking of the developed criteria for the analysis and assessment of educational phenomena on the basis of psychological and pedagogical theory. Thus, we proceed to one more, fundamentally significant, feature of pedagogical activity.Acquiring a teacher theoretical knowledge and accumulation of practical experience is a necessary, but insufficient professionalism. Only constant reflection, analysis and generalization of own experience allow the teacher to develop as a professional. The reflexive attitude of the teacher's competence to one's own activities is one of the most important psychological conditions for her in-depth awareness, critical analysis of constructive perfection. It is reflection that provides the opportunity to get out of the full hole in the immediate process, to take a position over it, beyond it to judge it Conclusion Formation of readiness for future professional-pedagogical activity involves the formation of thinking, which is based on the system of theoretical knowledge and manifests itself in the ability to use this knowledge, operate its in practice - in the process of decision-making in specific pedagogical circumstances, during training.