Creation Of Educational Environment Research Articles

Functions of Facilitative Interaction as a Predictor of Developing Pupils’ Soft Skills

The purpose of the article is: to show the content of facilitative interaction; to present the functions of facilitative interaction; to describe our experimental research at secondary schools and to describe functions of facilitative interaction as the predictor of developing pupils’ soft skills. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment. The results of the research. According to the results of our research we proposed such functions of facilitation: the function of stimulation; update function; the function of forming the sovereignty of the student’s personality; the function of managing the educational process; the function of organizing the process of interaction; the function of providing a creative educational environment. Conclusions. We proved empirically, that functions of facilitative interaction in the pedagogical process at secondary schools are real predictors of developing pupils’ soft skills, such as: academic achievements, self-concept, attitude to school, creativity, conformity, curiosity, anxiety, locus of control, cooperation, recognition of value, acceptance, trust, the possibility to create the environment, the ability to participate in creative types of the activities, expressiveness, naturalness, empathetic listening, the ability to make a climate of liberation, stimulating self-initiated personal growth. Also, we proposed three groups of soft skills of such kind of emotive teaching, which can be called facilitative soft skills: empathy, respect, sincerity.

Eğitim Ortamının Seçimi ve Hazırlanmasının Eğitim Süreçlerine Etkilerinin İncelenmesi

The creation of educational environments is related to the qualities such as teacher, administrator, nutrition, food quality as well as the physical conditions of the created educational environments. The temperature, humidity, humidity, air flow, cleaning conditions, safety and all other necessary elements of educational institutions should be adjusted in the most accurate way. It is realized at the rate that students can benefit from the educational environment in the most appropriate way, reach everything they need, express themselves comfortably, think creatively and feel curious about the environment. The fact that educational environments are flexible and reliable areas at a level that will provide an environment for multi-faceted thinking and provide the opportunity to move comfortably ensures that education is used at the desired rate. The fact that educational institutions are built in accordance with all the personal and academic developmental characteristics of students, and planning in accordance with their interests, wishes and needs increases the utilization rate of education. Within this framework, when creating educational environments and spaces, scientific fields such as engineering, architecture, education, child development, psychology should work in cooperation. The first of the elements that should be taken into account when building the structures of all educational institutions that are created in integrity is that plans, projects and designs have been made for the learning and curiosity motives of students. It is extremely important that the plans, projects and designs in question are single-floor or low-floor structures that allow students to move easily, completely or as much as possible prevent the occurrence of dangerous situations. In this context, students' personal development and academic characteristics should also be taken into account. Considering the eager, active and curious structures of students who are willing to learn by doing and living in learning processes based on a holistic educational perspective, the characteristics of educational institutions should include plans, projects and designs aimed at meeting these needs. It should also be remembered that the structures that are not aimed at the interests, wishes and abilities of students and are built by ignoring these features do not fully carry the Decit of being an educational institution. Since such structures built do not really carry the quality of an educational institution, they also constitute a remarkable point in terms of the educational process in terms of having qualities that will significantly disrupt the academic and personal development of students. Key Words: Educational Institutions, Educational Environment, Classrooms, Educational Processes

Pedagogical conditions for developing the creativity of future teachers in the process of their professional training

Antonova, O. (2012). The essence of the concept of creativity: problems and searches. Theoretical and applied aspects of the development of creative education in higher educational establisjments: a monograph, edited by O.A. Dubasenyuk. Zhytomyr: I. Franko Publishing house, 14–41. (In Ukrainian) Batyuta, T., & Dychkivs’ka, I. (2001). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Dychkivs’ka, I. (2011). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Edens, D., Dy, H., Dalske, J., & Strain, C. (2015). Cognitive Skills Development Among Transfer College Students: An Analysis by Student Gender and Race. Journal of Education and Training, 2, 117-135. https://doi.org/10.5296/jet.v2i2.7227 Glazkova, I., Khatuntseva, S., & Yaroshchuk, L. (2020). Professional pedagogical culture. Historical culturological aspect. Romanian magazine for multidimensional education, 12(3), 144-161. https://doi.org/10.18662/rrem/12.3/314 Jackson, N. (2013). Developing Students' Creativity through a Higher Education. International Symposium on «Cultivation of Creativity in University Students», Macao Polytechnic Institute. https://acortar.link/Cp736f Khymynets’, V. (2009). Innovative educational activity. Ternopil: Mandrivets’. (In Ukrainian) Kurok, V., Tkachenko, N., Burchak, S., Kurok, R., & Burchak, L. (2022). Developing Intending Teachers’ Creativity in the Process of Their Professional Training in the Context of Educational Transformations. Romanian Magazine for Multidimensional Education, 14(1), 246-262. Lubart, T. (2010). Children’s creative potential: an empirical study of measurement issues. Learning and Individual Differences, 20, 388-392. Marieiev, D., Marieievа T., Yaroshevska, L., Kaminskyy, V., & Viesova, O. (2023). Modern Teacher Education in Ukraine and EU Countries: Transformation, Vectors of Development. Journal of Higher Education Theory and Practice, 23(5). https://doi.org/10.33423/jhetp.v23i5.5947 Nerubasska, A., & Maksymchuk, B. (2020). The Demarkation of creativity, talent and genius in humans: a systemic aspect. Postmodern openings, 11(2), 240-255. https://doi.org/10.18662/po/11.2/172 Novolokova, N. (2019). Encyclopedia of the pedagogical technologies and innovations. Kharkiv: Osnova. (In Ukrainian) Onyshchenko, I. (2016). Ways of forming the creative potential of the future primary school teacher in the process of the professional training. Pedagogical sciences: theory, history, innovative technologies, 7, 397-403. (In Ukrainian) Petrovych, O. (2014). Designing the creative educational environment based on the subject-subject interaction of the teacher and future language teachers. Scientific Bulletin of Bohdan Khmelnytsky Melitopol State Pedagogical University. Series: Pedagogy. Melitopol: MDPU, 311–315. (In Ukrainian) Stojanova, B. (2010). Development of creativity as a basic task of the modern educational system. Procedia Social and Behavioral Sciences, 2, pp. 3395-3400. https://doi.org/10.1016/j.sbspro.2010.03.522 Sydorenko, V., & Dmytrenko P. (2000). Basics of the scientific research. Kyiv: Publishing centre «DINIT”. (In Ukrainian)» Tan, K., Albakri, K., Lim, K., Fei, G., & Sang Long, C. (2018). Characteristics of Creative Students Versus Academic Performance. International Journal of Human Resource Studies, 8, 69. https://doi.org/10.5296/ijhrs.v8i2.12718 Tokman’ H. (2012). Methods of teaching Ukrainian literature in secondary school. K.: Academia. (In Ukrainian) Vaganova, O., Ilyashenko, L, Smirnova, Z., Bystrova, N., & Kaznacheeva, S. (2019). Students’ creative abilities development in higher educational institution. Amazonia Investiga, 8(22), 701-710. Retrieved from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/822 Wen, L., Zhou, M., & Lu, Q. (2017). The influence of leader’s creativity on employees’ and team creativity: Role of identification with leader. Nankai Business Review International, 8(1), 22-38. Wu, H.Y., Wu, H.S., Chen, I.S., & Chen, H.C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking skills and creativity, 11(2014), 1-21.

PEDAGOGICAL CONDITIONS OF TEACHER TRAINING FOR THE DEVELOPMENT OF LITERARY AND CREATIVE POTENTIAL OF PRIMARY SCHOOLCHILDREN

Among the various types of creativity, the literary creativity of primary school children occupies a special place. At the initial stage of development of literary and creative potential, most primary school children need the help of a teacher who will manage the processes of pupils’ creative search and will be able to create a learning environment that will stimulate the development of interest in literary creativity; in the process of organizing creative work, he or she will use a variety of effective methods and techniques and will take into account the individual characteristics, needs, interests and abilities of each pupil.The formation of future primary school teachers’ readiness to develop the literary and creative potential of junior pupils takes place in the process of their professional and pedagogical training.Based on the analysis of scientific sources and the results of the experimental study, the pedagogical conditions for the effective preparation of future primary school teachers for the development of the literary and creative potential of primary schoolchildren are determined, namely: mastering theoretical knowledge of literature and methods of teaching literary reading; creating a creative, personally oriented educational environment on the basis of subject-subject interaction between the teacher and the student, which involves active cooperation and interaction between the teacher and the student on the basis of mutual respect, trust and openness; implementation of varied curricula and courses that promote the use of innovative approaches to teaching literature and developing pupils’ creative abilities; motivation of future teachers to develop pupils’ literary and creative abilities, who play a key role in the formation and development of children’s creative potential; intensification of students’ reflective activity on their own literary and creative abilities and the possibilities of developing the literary and creative abilities of primary schoolchildren in the process of educational activity.
 Keywords: primary school teacher; primary schoolchildren; literary and creative potential; professional training of future teachers; formation of future teachers’ readiness; pedagogical conditions; creative educational environment; literary creativity; methods and techniques; stimulation; innovative technologies.

Cultural and educational environment in the development of younger schoolchildren's creative potential.

The purpose of our research is to study the creative potential as psychological capacities for younger schoolchildren's creative self-realization and self-development in various conditions of the educational environment. The methodological basis of this work is Vygotsky's conceptual provisions according to which the human psyche is culturally determined, and a sociocultural environment is considered to be the main source and condition for the child's mental development. The study involved younger schoolchildren (a total of 160 children from the 4th grade aged 9-10 years, n = 160, M = 9.5 years, SD = 2.6; 49% boys) from schools in Kazan (Russian Federation). We used a test of verbal creativity when studying the creative potential of younger schoolchildren, the proposed method is a Russian-language adapted version of the RAT test (remote association test) by Mednik. The Johnson Creativity Inventory was used as adapted by Tunick. To study the level of communicative control, the test "Diagnostics of communicative control" by Schneider was used. To assess the personal qualities of younger students, we used a modified version of the children's personality questionnaire intended for 8-12 year-old children and developed by Cattell and Koan. As a result of a comprehensive expert assessment, we identified four types of schools with different severity degrees of essential characteristics of educational environments: serene, dogmatic, career and creative. According to the analysis of variance (one-dimensional one-factor ANOVA), the younger schoolchildren's creative potential was revealed in the context of the educational environment variability and the contingency of the educational environment parameters with the personal characteristics of the children. We have empirically confirmed that in a creative educational environment with cultural content based on ethno-cultural values, patterns and norms, the development of the child is actively supported largely, with the disclosure of his creative potential. Younger schoolchildren are characterized by greater subjective agency and the capability to gain unique achievements in educational and cognitive activity.

Развитие креативности как надпрофессионального навыка у взрослых обучающихся на занятиях по деловому английскому языку

The aim of the study is to substantiate the expediency of using the communicative types of educational activities that require divergent thinking among postgraduate students within the framework of the business English programme. The paper considers the specifics of using the effective pedagogical technologies in working with adult learners (case technology, role-playing and intellectual games, problem-and-search-based and project activities) in order to provide the most favourable creative educational environment; describes the experience of developing the skill of creativity among postgraduate students within the framework of the business English programme. The scientific novelty lies in the fact that teaching English for specific purposes is considered in the context of creative andragogy and the following andragogical conditions for the implementation of the principle of educational process creativisation are identified: adaptability of teaching, individual approach, variability of teaching, as well as a balance between creative and traditional types of work. As a result of analysing scientific and methodological literature, observing and summarising accumulated pedagogical experience in this field, the authors present practical recommendations on the development of creativity in adults as an important supra-professional skill.

THE INFLUENCE OF EDUCATIONAL ENVIRONMENT ON THE DEVELOPMENT OF FUTURE DESIGNERS’ CREATIVITY

This scientific article is aimed at studying the problem of fostering creativity in future designers in the context of labour market requirements and taking into account the latest trends in design. The analysis of modern approaches to the educational process in the field of design at the institutional level and the compliance of educational services with the needs of the labor market was carried out. It was found that the creative educational environment of the educational institution best contributes to the development of creativity in future designers. The determining factors of the educational environment are revealed. It has been proven that educating students in a creative educational environment affects their creativity and further motivation for success. A conclusion was made about the need to create a creative and innovative educational environment in educational institutions.

Развитие организационной самостоятельности студентов в образовательной среде высшей духовной школы

The article raises the actual problem of the formation of the educational environment of the theological school, which goes beyond the historically established framework of the dogmatic environment and is understood as a dogmatic and creative vector of the formation of the environment, which ensures the development of personality traits of seminary students, which include organizational independence as a manifestation of their activity. The article states that this vector makes it possible to understand spiritual education as an integrated polyfunctional concept, in which quality is ensured by the synthesis of dogmatic and creative vectors of development (according to V. A. Yasvin).Materials and methods. Based on the experience of a qualitative and substantive examination of the educational environment of the Penza Orthodox Theological Seminary, the conditions and opportunities for developing the ability to self-organize, increasing independence and responsibility in the learning process in a higher theological educational organization are revealed. The features of the adaptation of students of the zero and first years of study to the dogmatic and creative educational environment are described. The results of assessing the ability to self-organization of students of theological seminary studying in the field of study 48.03.01 "Theology" (undergraduate level), obtained using the questionnaire E. Yu. Mandrikova, are presented.Results. The article presents the experience of forming the educational environment of the theological school and describes the organizational and pedagogical conditions that contribute to self-organization at the stage of professional training of theologians. The results obtained indicate that the organizational independence of students is formed with a different view of the personality, which means that it allows building other learning strategies in a reasonable combination of strict rules of the dogmatic environment and elements of the creative environment with the possibility of building an individual development trajectory.Findings. It is concluded that the educational environment of the theological school should be aimed at helping students develop a high coefficient of organizational independence in a balanced combination of dogmatic and creative educational environments.

THE STATE OF SCHOOL PRACTICE ORGANIZATION OF EDUCATIONAL INTERACTION OF STUDENTS

The results of the analysis of recent studies on the creation of educational environment in the institution of general secondary education (classification, typology, structural components) has shown the need for its detailed analysis regarding the consideration of personal orientation. To this time, the state of school practice was studied in terms of the organization of educational interaction between education applicants and the objects of the school educational environment. In particular, such aspects as psychological comfort, focus on maintaining health, taking into account the individual psychological and physiological characteristics of students. As demonstrated by the results of scientific research in institutions of general secondary education, the free choice of pupils from different fields of study, with a conscious choice of objects, methods and types of educational interaction not only in accordance with the inclinations and abilities, but also individual psychological and physiological features, is not fully ensured. Particular attention is paid by the authors of the educational environment towards the creation of psychological comfort for students, primarily with the help of humanization of relations between the participants in the educational process, the strengthening of the ties between school and family, personalization of the school environment, creation of favorable training environment and the structure of the school year, taking into account the volume and distribution of the amount of hours according to the state of health, the initial levels of school readiness, the age range of engagement in learning for a particular contingent of students, their individual psychological and age characteristics, activity periods at certain times of day, week, month, year, etc., as well as active involvement of students into this activity. It is also important to harmonize both internal and external educational and social environment, which is formed at school. This is evidenced by the volume of school-based learning material that remains unclaimed in the life of the education applicants.

Activating the Role of Dialogue Education in Promoting Human Values among High School Students from Teachers' Perspective: An Educational Proposal

The present research paper aims to identify the role, activation methods, and obstacles of dialogue education in promoting human values among female high school students. It makes a proposal to activate dialogue education and promote human values among high school female students. The author adopted the descriptive-analytical approach and used a questionnaire to define the reality, activation requirements, and obstacles. The results showed the low role of dialogue education in promoting human values among high school female students; most items were rated ‘low’. The obstacles were identified, and the overcrowded classroom was ranked first. Moreover, the activation requirements were defined, and transforming the teacher from a mere instructor into a negotiator and a creative educational environment innovator for students was ranked first. The paper recommended establishing a specialized center for education and dialogue to improve and support values, in general, and human values, in particular, inside and outside the school.

STUDY OF TRADITIONS OF FOLK ART OF UKRAINE IN EXTRACURRICULAR EDUCATION INSTITUTIONS

The article analyzes the process of studying the traditions of folk art of Ukraine in out-of-school education institutions.It is noted that the formation of national identity in the younger generation is of great importance. This can be done in several ways, including by joining students to a national culture whose branches are folk art and its traditions. At the same time, folk art is a historical phenomenon. It is based on prehistoric times, which reflect the diverse needs of people, replenish the material and spiritual treasure of the Ukrainian people. Perhaps the most important folk tradition is oral folk art, language. Thanks to language, oral folk art is passed down from generation to generation and is the basis of national consciousness and culture.It is determined that the most common types of folk art in Ukraine, which are available to teenagers and do not require toocomplex equipment, are embroidery, Easter painting, ceramic toys. The analysis showed that in the lessons of groups studying the traditions of folk art of Ukraine, working with a variety of material, students gradually learn about the achievements of the past, gain practical experience, enrich the soul and heart with positive emotions. Modern products created by the students of the clubs are stylized, latest copies, imitations of ancient household items, things around us, apartments and more. They seem to unite the native and eternal symbols of our people, national and family shrines. It is determined that the purpose of the program is the development of personal abilities through folk art, while the main tasks are the formation of the following competencies: cognitive, which introduces the concepts and knowledge of folk art; practical, which helps to master the skills of creating a variety of products; creative, providing education of creative abilities; social, contributing to the formation of a caring, respectful attitude to folk traditions, national consciousness and the formation of aesthetic taste, the promotion of folk crafts. It was also noted that extracurricular activities create a unique creative educational environment, open to every child, which can not create any institution of general secondary education, as there is no appropriate specialization and specialists to develop special skills and talents of students.

Creative educational environment formation in the process of teaching english to students of non-linguistic specialities

The research aims to consider the conditions essential for the creative educational environment formation and the impact which this environment has on the creative potential of students mastering a foreign language for specific purposes. To achieve the set goals, we consider the technologies (problem-based, gaming, project technologies and case analysis) that contribute to implementing the creative environment. The paper reveals the results of the conducted on the site of Kazan Federal University experiment in organizing the process of teaching a foreign language in the conditions of a creative educational environment. Based on the systematization and generalization of foreign and national studies, we developed the following criteria for the effectiveness of the educational process: (1) the educational motivation level assessment; (2) the language proficiency level assessment; (3) the educational autonomy level assessment; and (4) the creativity level assessment.

PEDAGOGICAL CONDITIONS FOR THE LEGAL CULTURE DEVELOPMENT OF EDUCATORS OF THE STATE EMPLOYMENT SERVICE

In the article the state of illumination of problem of development of legal culture of pedagogical workers of centers of vocational formation of Government service of employment is analysed in pedagogical literature. On the basis of analysis of pedagogical and legal literature drawn conclusion that legal education and legal education can be examined as basic factors of forming of legal responsibility of teachers. It is set that professionally-legal culture of teacher ‒ this thorough and all-round knowledge of laws and normative acts, sources of right, on that he must lean, creation of educational environment, understanding of principles of right by the participants of pedagogical process and methods of the legal adjusting of the relations, professional attitude toward a right and practical worker of his application in an educational process in severe accordance with legal or administrative principles of legality, id est a high degree of property of law is on concrete professional pedagogical practice. It is wellproven that pedagogical terms influence on the level of the legal breeding of pedagogical workers, on forming for them of legal culture. Certainly, that the pedagogical terms of development of legal culture of pedagogical workers of centers of vocational formation of Government service of employment show a soba the complex of the components (legal, social, personal et al) aimed at forming of legal responsibility of teacher. Certainly and the structural components of legal culture are reasonable, namely: legal knowledge, legal options, legal behavior, attitude toward a right, not desire to bear the legal responsibility, legal confidence.

Diagnostics of digital competencies of the pedagogue

This article examines the development of digital competencies of the pedagogue and presents the toolset for their assessment and self-assessment. The subject of this research is the process of detecting digital competencies of the pedagogue. An attempt is made to structure the key indicators of the formation of digital competencies of the pedagogue and conduct their level differentiation. The author provides the matrix of the development of digital competencies, which may become a benchmark for the competent control over student’s learning activity in digital educational space. Such matrix serves as the theoretical model for detecting the level of formation of IT-competencies of the pedagogue in the conditions of rural and ungraded schools. The three levels of the development of digital competencies are presented therein. In their professional development, the pedagogue undergoes the three stages, which can designated as “Application – Adaptation – Elaboration”. This indicates the three levels of development IT- competencies of the pedagogue implemented in the following types of professional activity: work with information resources; control over the learning, upbringing and developmental processes; elaboration of electronic educational materials, creation of educational environment, and countering destructive trends on the Internet; self-management of professional development of the pedagogue. The criteria are formulated in accordance with the highlighted types of professional activity of the pedagogue. The level of development IT-competencies is detected through the analysis of pedagogical situations, when the pedagogue must choose one of three behavioral strategies that are associated related with the general use, general pedagogical, and subject-methodical competency respectively. The article is prepared within the framework of the state task of the Ministry of Education No. 073-03-2021-015 / 2 of July 21, 2021 for the implementation of research works (on the topic “Research and development of methodical recommendations on the use of modern digital and Internet technologies on the example of rural and ungraded schools in the context of ensuring quality educational process (the online format of implementation is offered)”.

MOTIVATION FOR PROFESSIONAL SELF-DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS

The article is devoted to the theoretical justification of the motivation for professional self-development of teachers of higher education institutions and the generalization of the results of empirical research on the needs of self-development motivation. We define professional self-development as a conscious purposeful process of personal and professional self- improvement with the aim of creative self-realization while performing professional activities. However, we believe that teaching activity involves the dynamic involvement of both proficient and personal qualities and competences; therefore, the professional self-development of a teacher is aimed at self-cognition, self-affirmation, and self-improvement in all spheres of life. The process of professional self-development of teachers of higher education institutions requires a deeply realized value of its necessity, stable internal motivation, but it should be supplemented by external incentives in a creative educational environment, which was confirmed by empirical research. The conducted research has proved the need to make up practical recommendations for teachers regarding professional self-development, which can become the basis for further research.

МЕТОДИКА ПРОЕКТИРОВАНИЯ УЧЕБНОГО КУРСА «ЭКСКУРСОВЕДЕНИЕ» В СИСТЕМЕ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ

The article is devoted to the problem of professional training of guides in the system of secondary vocational education. The current state of the educational program for the training of guides is analyzed and the need for the development of a training course "Guided tours" according to the program of secondary vocational education is justified. The article considers the methodology of selecting the content and designing the course "Guided tours" based on modern concepts of the theory of teaching and upbringing in vocational education. The features of the organization of expert evaluation of the effectiveness of the introduction of the training course "Guided tours" are investigated. The organization of the educational environment of teaching the course "Guided tours" on the basis of the Museum of Military Glory of the RMAT is considered. The experience of students' educational and scientific creativity is considered through the design of excursion activities and the creation of a unique creative educational environment that meets the requirements of the practical orientation of the educational process through integration into the educational environment of the Museum of Military Glory.

THEORETICAL SUBSTANTIATION OF THE CONCEPT OF DEVELOPMENT OF CREATIVE POTENTIAL OF STUDENTS

The article discusses the issues of developing the concept of the development of the creative potential of future teach- ers of vocational training; substantiates its main provisions: the idea; patterns and principles of the development of the creative potential of future teachers of vocational training; content and semantic content, reflecting the target, content and procedural aspects of the preparation of the future teacher of vocational training in the modern creative educational environment of the university.

ACTUALIZATION OF PROFESSIONAL POTENTIAL OF FUTURE EDUCATORS

The article reveals significant aspects of the development of the professional potential of future educators. The main features of the professional readiness of future educators of preschool education institutions to pedagogical activity are highlighted. The essence of such concepts as “professionalism”, “potential”, “creative potential”, and “professional potential” are described. The author pays attention to adverse factors, which block the professional potential of future teachers: low social status in the team; inner anxiety and lack of confidence; authoritarian style of pedagogical leadership; strict control, that prevent youth from taking the initiative; the indifference of a teacher towards professional success and achievements of students. This article draws attention to creating favourable pedagogical conditions in a higher educational institution for developing professional skills, stimulating initiative, searching and independence of future teachers. The significance of the acmeological approach to the formation of the professional potential of future teachers is introduced. It is claimed by the author that modernization of the process of professional training of future preschool teachers provides the search for new effective ways of organization educational activities addressed to actualize the professional potential of specialists. The essential condition of self-fulfilment of future teachers is a creative educational environment needed for the successful professional activity of students. It allows for creating a creative atmosphere for improving creative thinking, stimulating creative activities, initiative and formative research of students.
 Keywords: professionalism; potential; professional and creative potential; creative personality; creative thinking; creative educational environment; professional skill; professional self-fulfilment; acmeological approach.

STUDY OF THE PECULIARITIES OF FORMING THE CREATIVE POTENTIAL IN PROSPECTIVE NURSES IN THE COURSE OF PROFESSIONAL TRAINING

The article analyzes the process of forming the creative potential in prospective nurses in the course of professional training. The main reason for the existing problems connected with forming the creative potential in prospective nurses lies in the predominance in the students the external motives for choosing a profession since a significant number of the prospective nurses lose interest in the profession in the educational process. This takes place due to the imperfect methods, tools and forms used in the professional training in the educational institution. Other reasons of this situation are connected with the small number of practical activities, imperfections and outdated content of educational material. This, in turn, leads to a reproductive style of thinking and low cognitive motives in the perspective nurses when they do not want to develop pertinent skills and abilities, to improve their personality due to low level of inquisitiveness and weak persistence in achieving the goals. 
 It is proved that modern requirements to professional functions and social role of specialists in the sphere of nursing activity necessitate the modernization of the educational environment for the prospective competitive nurses. This presupposes the creation of innovative systems of professional development with taking into account the changes and consequences of their impact on professional activities of the prospective nurses. This can be realized by implementing a special course "Skills and professional inspiration of a nurse", designed to train the prospective nurses in the 5th semester. 
 It is established that one of the effective directions of developing the creative potential in the prospective nurses is related with updating the prospective nurses' professional training through the introduction of innovative educational technologies and interactive teaching methods into the educational process. 
 It is also found out that the reform of professional and professional before-higher education determines the tendency to actualize individualized training in medical institutions concerning self-development of specialists' personality in the context of their future professional activity, as well as forming individual psychological qualities, professionally significant qualities in all participants in the educational process, providing opportunities for individual research activities, improving the educational process in different types of medical institutions. To accomplish this, the prospective specialist must turn from an object of educational influence into a subject whose main features are activity, individuality and independence. This, in turn, presupposes the integration of the students into the creative educational environment of the educational institution, strengthening its development capabilities as a complex of systematized innovative educational resources with pertinent methodological, technological, organizational support.

PEDAGOGICAL CONDITIONS OF FORMING CULTURE OF ACADEMIC HONOR OF JUNIOR SCHOOLCHILDREN IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

The article clarifies the essence of the concept “culture of academic honor” basing on the analysis of the source base research. The author formulated the definition of the leading category of research. Three base components of the culture of academic honor of junior schoolchildren are singled out: cognitive, active and moral, which are basic for a diagnosing the level of the formation of the culture of academic honor. The author revealed the main types of violation of culture of academic honor: academic plagiarism, self-plagiarism, fabrication, falsification, writing off, deception, bribery, non-objective grading. Theoretically explained pedagogical conditions of creating the culture of academic honor of junior schoolchildren in educational process of the primary school are: expansion of language and literature lessons with special exercises and exercises with writing a retelling, directed on creating of rephrasing text skills through the writing a retelling. It promotes creating the culture of academic honor in junior schoolchildren, upbringing morals of the culture of academic honor in junior schoolchildren (on mastery the system of moral concept of the academic honor; development of pupils’ complex of personal characteristics, which help academic honor with pupils’ gaining experience of qualitative, independent and creative educational environment). It makes the culture of academic honor in primary school (making and supporting virtuous academic environment in universities, accepting the academic honor as the only one model of education and group behavior for all pupils; virtuous activity of pedagogue that will demonstrate model of the moral behavior on himself). The results of the experimental review of the effectivity of pedagogical conditions of forming the culture of academic honor in junior schoolchildren in educational process of primary school, conducted in 2019/2020 school year based on Kharkiv gymnasium № 169 with pupils of the 4-th grade are generalized and presented.
 Keywords: academic honor, culture of academic honor, pedagogical condition, educational process, primary school, junior schoolchildren, writing retelling, value of academic honor, honourable academic environment.