Specifics of the structural stability of professional creativity of a foreign language teacher

Abstract

The article presents the results of an empirical study concerning the structural stability of the professional creativity of a foreign language teacher by means of art therapy and training sessions within the framework of additional education. The purpose of the article is a theoretical and empirical study of the different dimensions of professional creativity of a foreign language teacher. Attention is drawn to the key role of the sustainability of the professional creativity development in teaching foreign languages. The research methodology and its algorithm included a complex psychological and pedagogical experiment, diagnostics of the stated parameters and statistical analysis of the results based on Spearman's rank correlation coefficient before and after the formative experiment. The study of specifics of the structural stability of professional creativity was carried out on the basis of the Institute of Foreign Languages of the Federal State Autonomous Educational Institution of Higher Education “The Peoples’ Friendship University of Russia” (RUDN) at the Center for Continuing Professional Education. For research purposes, an experimental and a control group were formed. Each group consisted of 35 teachers. The sample was homogeneous by age and gender. The results of the study allow us to conclude that the stability of the professional creativity is of greater importance than the level of its development. The study confirmed that training sessions and art therapy practices can effectively develop the structural stability of professional creativity. The study also made it possible to outline the vector of further research in line with the stated problems.