РОЛЬ ТВОРЧОСТІ В ПРОФЕСІЙНОМУ РОЗВИТКУ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ ХАРЧОВОЇ ГАЛУЗІ

Abstract

The article is devoted to theoretical substantiation of creative component of professional development of food industry engineers-teachers. Modern socio-economic conditions open up new directions for the development, creation and implementation of promising models for the training of competent specialists, namely engineers-teachers. Future engineers-teachers should combine professional knowledge and skills, with the skill to carry out training of specialists capable of creative work, professional self-development, improvement, which can adapt in time to changing market conditions. Among these, it is worth noting the engineers-teachers of the food industry, the training of which focuses on mastering a holistic system of professional knowledge, skills, experience in creative professional activities, building willingness to solve creative production problems, manifesting creativity, intellectual, spiritual and moral abilities. By its nature, creativity requires originality, the ability to abandon stereotypes of activity, knowledge, although without such stereotypes as the base, it is impossible. Therefore, a professional person should, on the one hand, have a set of standardized knowledge, skills, and on the other – the ability to abandon them in search of other knowledge and activities that are more appropriate for the situation. At this moment, a creative transformation by a person of reality takes place, its further development. Future food industry engineers-teachers need motivation for productive, creative professional activity. Creativity becomes a significant tool for students' educational, cognitive and research activities. Key words: creativity, creative activity, engineer-teacher, engineer-teacher of food industry, professional competence.