The role of creative thinking in the professional development of a performing musician

The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.

The scientific publications on the relevance of the development of creativity of future teachers in the 21st century are analyzed. The most successful interpretations of psychologists and teachers of the concepts "ability" and "creativity" are revealed. The main features of the process of developing creative thinking (intrinsic motivation, mobility, willingness to take risks, etc.) are identified. Among the parameters of divergent thinking (creative thinking) the author highlighted productivity, originality and flexibility. The author characterizes the features of professional and pedagogical thinking of future teachers, including versatility, global purpose, specificity and comprehensive development. The main functions of creative thinking (informational, cognitive, design, prognostic, reflexive, problem solving) are singled out. It has been found out that creativity is a necessary component of any teacher's professional activity. The necessity of developing creative abilities of future teachers during their professional training in higher education institutions is argued. An important stage of teacher training is taking pedagogical practical training, where students have the opportunity to demonstrate their knowledge and practical skills of developing children's creative abilities. Active methods and techniques that can be used by the teacher to motivate the development of children's creative abilities are highlighted: they are role-playing games, creative competitions, search tasks, staging, etc. The creative potential of individuals must be constantly improved through extracurricular activities and self-education (social networks, conferences, webinars, trainings, etc.). In addition, every teacher is a role model: a creative teacher has creative children. The author emphasizes the need to develop an individual style of professional creative activity of the teacher, namely the methods of presenting educational material, children's motivation, interaction in the classroom with students, the use of the latest information technologies. The main purpose of the development of creative abilities of future teachers in higher education institutions is the formation of children's creative abilities through imagination, games and projects. Creativity should be a teacher's lifestyle, his/her main goal when gaining professional experience.

The article examines the theoretical foundations of the formation of digital competence of future teachers in institutions of professional pre-higher education. The relevance of the study is due to the rapid digital transformation of education and the need to train teachers who are able to effectively use digital technologies in the educational process. The purpose of the article is to conduct a theoretical analysis of the process of forming digital competence of future teachers in higher education institutions and to identify its key components. The essence of the concept of "digital competence" is analyzed and its structure is determined. The main approaches to the formation of digital competence are considered, as well as the principles, methods and technologies that contribute to its development. Special attention is paid to the specifics of the formation of digital competence of future teachers in institutions of professional pre-higher education, taking into account their role in the training of pedagogical personnel for different levels of education. It was concluded that developing the digital competence of future teachers in higher education institutions is a relevant and necessary task that contributes to the modernisation of the educational process, improving the quality of education, and preparing teachers to work in today’s digital society. It has been proven that promoting media literacy and inclusiveness will enable future teachers to work effectively in the context of digital education and ensure a high level of the educational process. The formation of digital competence among future teachers in higher education institutions is a complex and multidimensional process that requires a systematic approach. An important condition for the successful training of teachers is the introduction of modern digital technologies into the educational process, which will contribute to the development of the necessary professional skills.

The aim of the research is to theoretically substantiate the professional training of future physical education teachers in higher education institutions as a relevant problem of modern science and educational practice. Research methods: theoretical analysis of scientific and methodological literature and normative documents, analysis, synthesis, and generalization. Results: The study identifies aspects that influence the quality of physical education and its impact on the overall development of students as a component of the professional training of future physical education teachers in higher education institutions. Key aspects include changes in the role of physical education in modern society and the incorporation of modern pedagogical methods and technologies into the education of the younger generation. According to scientific findings, the structure of professional competence of a physical education teacher is outlined. The main reasons for the relevance of professional training for future physical education teachers in contemporary science and practice are defined. Key professional competencies of future physical education teachers are highlighted: methodological, pedagogical, technical skills, adaptability to different conditions and individual needs of students, inclusiveness. Conclusions. The professional training of future physical education teachers in higher education institutions is a multifaceted problem that requires a comprehensive approach. It involves preparing educators who are well-versed in modern pedagogical methods, technology integration, inclusiveness, sports science, and psychology. By focusing on these aspects, educational institutions can ensure that future physical education teachers are adequately prepared to meet the growing needs of students and contribute to their overall development. Thus, the preparation of future physical education teachers in higher education institutions is crucial for ensuring high-quality physical education, promoting health, and fostering the physical development of the younger generation. Future research is needed to define the specific features of forming professional competencies for future physical education teachers.

The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as description, analysis and synthesis, comparison, and generalization became the methodological basis of the research. They were applied to determine the main aspects of the work and were used to formulate and implement the tasks of the article. At the same time, according to the conducted research, competence is a set of qualities that are characteristic of a teacher and help him to carry out his work. In particular, it is determined that the competencies of a teacher of a higher education institution are Motivational; Activity; Cognitive; Emotional; Volitional, Their combination allows the teacher to carry out his activities effectively and with benefit for pupils. At the same time, it was established that competence is special and general. It was determined that the steps of professional competence formation are the following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity; Stage 4 - genuine creativity. Each stage involves the teacher's use of the knowledge acquired at the previous stage and their correct application. Therefore, it was established that the formation of professional competence is a long-term process that requires considerable knowledge and effort. The teacher must have experience of behavior in various situations and know the psychology of students in order to make timely decisions. At the same time, it was established that it is important to have a harmonious combination of different qualities, which allows you to correctly assess the situation and present yourself as a professional and at the same time as a person who can teach moral qualities to others.

The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.

The article examines the current state of the workplace of a teacher at a higher education institution in the conditions of distance learning and remote work, which is primarily caused by the COVID-19 pandemic and the introduction of martial law in Ukraine, which was declared after the full-scale military invasion of the Russian Federation. In particular, the normative and legal support of teachers' activities in the distance educational environment is analyzed. The key aspects that determine the peculiarities of the organization of the workplace of a teacher of a higher education institution in the conditions of distance learning are highlighted, such as: technical support; organization of the educational process; psychological aspects; regulatory guarantees, etc. It was noted that the implementation of distance learning "devalued" the previous work with the saturation of educational institutions, in particular - higher education institutions with computer equipment and communication connections, primarily oriented to use in the mode of physical presence in the premises of higher education institutions. Attention is also focused on the problem of ensuring the physical safety of teachers of higher education institutions and students of higher education and their urgent distance learning of the key foundations of the educational process, focused on what the International Organization for Standardization (ISO) calls joint activities (Collaborative activities), which are provided by joint workplaces (Collaborative workplace). The provisions of international standards, as well as the norms of national legislation, which regulate the requirements and guarantees of the organization of the workplace of a higher education teacher according to the hierarchical structure, are consistently laid out. It is emphasized that the regulation of the professional activities of teachers of higher education institutions when performing remote work at the level of legal norms is more or less resolved, while the introduction of secondary legal documents and local acts of higher education institutions that regulate distance learning is unacceptably slow and harms the quality of higher education. It was noted that the Ukrainian legislation and the practice of its application in distance learning left higher education students and teachers of higher education institutions alone regarding the need to ensure safe and effective conditions in the new realities. There is a lack of recommendations on the organization and equipment of the workplace of a student of higher education. This is somewhat dampened by the creative practices of teachers of higher education institutions. It was concluded that the main reason for the intensive development of the distance education system in Ukraine is its integration capacity, and the five-year Ukrainian experience of conducting distance education in special conditions requires faster state regulation of this form of education and the conduct of relevant academic research, etc.

The linkage cultivation of creative thinking and innovative thinking in dance choreography

This article is devoted to the study of motivation of teachers of higher educational institutions - Kazakhstani citizens and expats, invited to highly rated universities. During the research, it was proceeded from the understanding that at the present stage of development and reform of the education system, the problem of studying and forming professional motivation among teachers, which has not been studied before and is the new for the psychological and pedagogical theory, acquires significant relevance. The motivation of teachers of higher schools is very specific, since their work combines teaching, scientific, methodological, educational and organizational functions. Therefore, the work of a teacher of a higher school can be characterized as labor of high complexity, which necessitates the transformation of the incentive system for teaching and the study of the motivational sphere of the personality of a teacher of a higher educational institution. The subject of the research is the motivational sphere of personality and the psychological characteristics of teachers of higher educational institutions, which determine their professional motivation. For the organization of the empirical study of cross-cultural characteristics of professional and personal motivation of teachers of higher educational institutions of Kazakhstan program of scientific research has been developed consisting of several stages. For diagnostic measurement, 2 methods were taken:“Diagnostics of motivational personality structure” (V.E. Milman); “Methodology for determining job satisfaction ” (A.V. Batrashev). For diagnostic measurement, 2 methods were used: “Diagnostics of the motivational structure of the individual” (V. E. Milman); “Method of determining job satisfaction” (A.V. Batrashev). The study was conducted on the basis of highly rated higher education institutions in Almaty and Nur-Sultan - al-Farabi KazNU, Gumilyov’s ENU. The results of the study have showed that the teachers’ professional and personal motivation at higher education institutions where Kazakhstani citizens and expats have been invited to highly rated higher education institutions, found cross-cultural characteristics. Key words: motivation, teachers, expats, higher education institutions, cross-cultural aspect, diagnostics, etc.

The main focus of this research is the level of students' creative mathematical thinking abilities. This concern arises from students' struggles to master each indicator of creative thinking abilities. The study aims to assess the level of students' creative thinking abilities for each indicator within their creative mathematical thinking using the open-ended iPMRI approach, specifically targeting fifth-grade elementary students. This quantitative study employs a quasi-experimental design. The research population consists of 44 fifth-grade students from SD Negeri 105346 Aras Kabu. The sample was selected through random sampling to identify both the experimental and control groups. Data collection methods included questionnaires, tests administered to each student, and accompanying documentation. The research findings, based on the results of the sig value. (2-tailed) value of 0.000 < 0.05 and a t-count of 12.493 compared to the t-table value of 1.68595 at df 38, indicate that the t-count is significantly greater than the t-table value (t-count > t-table). This result leads to the rejection of H0 and acceptance of H1. Therefore, it can be concluded that the implementation of an open-ended based realistic mathematics learning approach significantly influences the creative mathematical thinking abilities of fifth-grade students at SD 105346 Aras Kabu, Beringin District, during the 2023/2024 academic year

The relevance of training teachers of higher education institutions in the conditions of the master's degree is due to changes in the national regulatory framework aimed at harmonizing with the European higher education system and expanding the scope of employment of graduates of specialty 014 "Secondary Education". The article substantiates the expediency, reveals the content, analyzes the methods and experience of forming the professional competence of a future teacher in the process of studying the discipline "Methods of teaching geographical disciplines in higher education" on the example of training masters of the educational program "Secondary Education (Geography)" at the Poltava V. G. Korolenko National Pedagogical University.It is proposed to divide the content of the discipline into two content modules: 1. Features of the organization of the educational process in higher education institutions. Designing the content of geographical disciplines. 2. Technologies and methods of teaching in the system of professional geographical training in higher education institutions. In mastering the program content of the discipline, the leading role is given to the implementation of competence-based practical tasks and tasks for independent work.When conducting practical classes, it is advisable to use information and communication technologies, in particular digital tools for developing interactive learning content (mind maps, word clouds, infographics, presentations), while respecting the principle of academic freedom of students in the selection of various applications and online applications.The specificity of studying geographical disciplines is the use of geoservices, which equip the teacher with a new didactic tool - interactive maps. Interactive forms of learning (debates, discussions, master classes) are used to form an individual teaching style.Having analyzed the approaches to revealing the structure of the professional competence of a higher education teacher, it has been found that the functions of teaching over research dominate among the teachers of Ukrainian higher education institutions, so it is necessary to aim students, as future teachers of geographical disciplines, at self-improvement in the functional areas that are accepted in the European educational space: development of the profile of a scientist through strengthening scientific work and publication activity, the ability to attract external funding for research, to popularize their own.

The article examines the features of the methodology for using STEAM projects for making original dolls in the professional training of future technology teachers in higher education institutions. The development of creative abilities as a systemic aspect of the theoretical and practical training of future teachers is built into the holistic educational process of the New Ukrainian School (NUS) on the principles of STEAM. In the implementation of the STEAM project, we assign a special role to personally oriented learning, when the creative abilities of higher education students and a stable motivation for integrated learning of disciplines of general and vocational training cycles are formed. In the implementation of the STEAM project, students develop the abilities of creative and critical thinking in solving problems and overcoming difficulties in practical activities. STEAM projects are distinguished by active communication and teamwork of participants in discussing and expressing opinions. Education students select design objects, offer original creative tasks - interdisciplinary STEAM projects, which can be useful in integrating technical, graphic and artistic disciplines of technology teacher training. It was established that the STEAM project for making an author’s doll is an effective means of involving students in creative activities, develops creative abilities, forms aesthetic taste, and improves handcraft techniques with fibrous materials. The STEAM project for making an author’s doll used special software to create digital models of dolls, design doll clothes and accessories. At the planning stage, an analysis of varieties of textile dolls created by famous designers was carried out. In the methodological preparation of the STEAM project, the educational process was aimed at implementing interdisciplinary interactions, forming a system of general and professional competencies of future teachers of technologies with a creative aspect, who have the opportunity to master not only theoretical knowledge, but also practical skills in the technologies of artistic processing of materials.

The article provides a comparative analysis of the experience of organizing independent extracurricular work of future foreign language teachers in higher education institutions of Ukraine and Great Britain. The analysis of educational and methodological support of the disciplines of the cycle of professional training of foreign language teachers of domestic higher education institutions gives reasons to assert that independent extracurricular work has a significant share in relation to classroom educational activities of students. There is a tendency to increase the hours of independent extracurricular work.Independent extracurricular work of future foreign language teachers in domestic higher education institutions, unlike British ones, has only a practical focus and is aimed at the formation of foreign language competence of future teachers. It was determined that in the organization of independent extracurricular work, Ukrainian scientists and practitioners adhere to didactic (individualization activities, a combination of individual, paired and group forms of the specified work, creativity, visuality) and methodical (autonomy, communicativeness, interconnected learning of speech activities and aspects of language, interrelated learning of language and culture, the dominant role of exercises, the authenticity of educational materials) principles.It was found out that Great Britain has developed quite a powerful experience of organizing independent extracurricular work of future foreign language teachers. Some features in this field are common to both countries, but in higher education institutions of Great Britain there is a much greater amount of work related to the formation of student independence, capable of consciously and responsibly performing various tasks outside the classroom. Changing the authoritarian model of professional education, characteristic of Soviet times, to a person-oriented one involves the maximum individualization of independent extracurricular work of future foreign language teachers, the creation of conditions for self-development and self-improvement, meaningful and independent determination of one's own educational needs, one's capabilities, and individual educational goals. In this aspect, work in higher educational institutions of Ukraine has begun and needs further improvement. In the higher educational institutions of Great Britain, a modern model of higher education has already been created, designed to provide the student with systematized, solid and at the same time operational knowledge, capable of providing conditions that contribute to the realization of a necessary and urgent requirement: to teach the student to learn independently. These processes have a certain tradition and are actively implemented.

The theory of women's liberation is a pluralistic ideological system. Women of different nations, races, classes, and ages, due to different social experiences, have different theories of women's liberation. The nature and complexity of the occupation of women teachers in higher educational institutions determine their characteristics among intellectual career women, the high standard and level of their demand for liberation, as well as the special characteristics of their theory. It is indeed meaningful to analyze the essence of the quandary of this social group in regard to their roles.

Learning in the 21st century must be transformed from traditional to modern learning. This change is necessary to equip students with 21st-century skills, known as the 4Cs (Communication, Collaboration, Critical Thinking, Creativity). One of the skills thatstudents must master in the 21st century is creativity or creative thinking skills. Creative thinking skills are essential for all students to master at every level of education. This study aims to describe the profile of junior high school students' creative thinking skills insolving open-ended problems in the number pattern material. Creative thinking is the ability to express original ideas, while open-ended questions are problems or questions that have many correct answers. Fluency, flexibility, and novelty are the indicators of creative thinking skills used. The method used in this study is to use a descriptive methodwith a qualitative approach. Data collection in this study was carried out by giving a test about the ability to think creatively. After the creative thinking ability test, three subjects with high, medium, and low creative thinking abilities were selected for the interview. Then the results of the interviews will be analyzed using the time triangulation method.The results of this study concluded that subjects with a high category of creative thinking abilities, subject fulfilled the three indicators of fluency, flexibility, and novelty. In subjects with the medium category of creative thinking ability, it was found that subjectsonly met the indicators of fluency and flexibility. Meanwhile, subjects with low-category creative thinking abilities found that students did not meet the three indicators of creative thinking ability.