The Experience of Developing Creativity in Future Primary School Teachers

Abstract

AbstractBased on the analysis of the world’s innovative scientific and methodological approaches, the article presents theoretical and methodological concepts of modeling the development of creativity in students of higher education institutions. The authors have developed and have been testing for several years a didactic model for the development of creativity in future primary school teachers, which includes: an “incubation” stage, during which the students develop the ability to detect contradictions at the unconscious, partially conscious and reflective levels; the stage of stimulating potential creativity, when students learn to recognize minor elements of novelty, methodologically promising, productive differences in didactic material; the stage of designing collective professional methodological products for conducting lessons and extracurricular activities in primary school; the final stage, during which students, relying on their meta-professional instrumental competencies, the knowledge of innovative teaching technologies, use various digital platforms to perform individual creative projects. The article suggests some ways and means of developing creativity in future primary school teachers, as well as describes the psychological and pedagogical conditions for the development of creativity, capable of influencing the need–motivational and emotional spheres of the student's personality: the regular reinforcement of creative manifestations by the teacher, which consists in “centering” the student on the self–achieved result; providing students with freedom of choice in their pedagogical activity when demanding responsibility for it; the evaluation and promotion of creative initiative and high–quality work.KeywordsCreativityDidactic modelDevelopment environmentFuture teachers’