Creative Potential Of Teachers Research Articles

Postnonclassical Practices іn the Content of Higher Art Education

The study of the phenomenon of transdisciplinarity in scientific discourse indicates the emergence of a new strategy for solving real practical problems. A new image of post-non-classical science is being formed. However, there are difficulties with the introduction of a transdisciplinary approach into the methodology of musical pedagogical research and with the practical implementation of the methods and techniques of transdisciplinarity. In order to solve this problem, the narrative “We grieved with one grief and rejoiced with one happiness”, based on the life and work of Boris Grinchenko, is presented and analyzed. Pedagogical observations prove that the form of narration created an open atmosphere for the transdisciplinary transfer of pedagogical skills, united the intellectual and creative potential of teachers and students, and proved the expediency of reorienting the musical and pedagogical processes in the context of postnonclassics. Due to a wide inter- and transdisciplinary synthesis, it has become possible to synergistically combine different ways of perceiving and comprehending the unstable and complex world of art.

The Attitude of Teachers to the Norm-Creating in the Field of School Upbringing (Case of Russia, Kazakhstan and Kyrgyzstan)

Introduction. After the collapse of the Soviet Union, new independent states began to develop their own approaches to education based on national and confessional traditions. It was reflected in new norms, regulating their educational systems. The study of these norms and the process of their creation, the role of teachers and other stakeholders in this process help to evaluate educational activities at secondary schools. Materials and Methods. The expert survey of practicing teachers who work in general education organizations was conducted between December 2020 and May 2021. 268 educators from Russia, Kazakhstan and Kyrgyzstan answered the questions of the survey. The materials of the study were the norms of the Constitutions, laws on education of Russia, Kazakhstan and Kyrgyzstan; methodological recommendations on education issues, developed by national academies of education; codes of pedagogical ethics; regulatory documents of religious organizations. Results. Experts in Kyrgyzstan and Kazakhstan have demonstrated the need for legal norms governing the organization of the upbringing process. The assessment by Russian experts of the existing norms of national legislation showed that they generate excessive bureaucratization of the process, limiting the creative potential of teachers. Most experts in all three countries question the validity of professional codes of ethics. Assessing the norm-making potential of various stakeholders, Russian respondents put the state to the first place along with the pedagogical community, while Kazakh and Kyrgyz experts give priority to the pedagogical community and educational organizations. However, only teachers of Kazakhstan see real opportunities for participation in rule-making processes. Discussion and Conclusion. There are cross-country differences in assessing the quality of specific norms and the norm-making potential of school teachers. The main problems faced by experts in the implementation of educational activities (bureaucratization, limitation of creative potential, absence of time) are outlined.

Choosing a project topic by students in the development and implementation of it projects

Problem and goal. The theoretical approaches and main stages of work from the point of view of design thinking, as well as the experience of choosing topics and developing IT projects by students in grades 10-11, are presented. Methodology. The methodological basis of the work was the analysis of the design thinking method, which is presented in the works of R. Kyudale, O. Kempkens, G. Andreev, A.S. Krotova and A.A. Barkov. Approaches to the use of the design thinking method in the development of an IT project by a schoolchild are formulated, their brief characteristics and the tools used are given. As tools of the design thinking method at different stages of project development, the following are used: analysis of existing solutions, similar situations, insights from opinion leaders, analysis of artifacts, interviews, swot analysis, five Why?, the method of focal objects, scamper, etc. Results. In the process of working on the project, students in grades 10-11 use the tools of design thinking in their activities. The result of the work is an IT project of students Smart Pomodoro Timer. Conclusion. In order to introduce the method of design thinking into the joint work of a teacher and a student on an IT project into practice, it is necessary to develop a system of advanced training for teachers in terms of developing practical skills in using design thinking tools for effective process management. In addition, develop the creative potential of teachers and students in the context of the digital transformation of education and attract specialists from different fields (designers, software developers, data analysts, etc.).

FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

Methods for developing the creative potential of future teacher-linguists in their studies

The paper reveals the need to solve the problem of improving the quality of training of a future teacher at a university in the context of state requirements for the modernization of national education. The object of consideration in the paper is the quality of preparation of a future teacher of a foreign language at a university, the subject is the development of the creative potential of the teacher’s personality through the use of active methods, among which creativity training is of primary importance. The content of the paper is based on the analysis and generalization of scientific publications that reveal the issues of the quality of education, requirements for the professional personality and activities of the teacher, characterizing active teaching methods in teacher training. To diagnose the creative potential of students willing to become teachers of a foreign language, the study used the test developed by H. Sievert. At the formative stage, the students of the experimental group, in addition to traditional training, participated in creativity training. The paper presents the results of diagnostics of indicators of the creative potential of future foreign language teachers as a result of the use of creativity training. The participants in the experimental training had an understanding of their capabilities, the development of the skills and abilities necessary for introducing creative activity in the future profession, the adaptation of new knowledge, skills, and abilities to their psychological characteristics (interiorization). The practical significance of the study lies in the introduction of creativity training into the system of training a future foreign language teacher at a university to improve the quality of the curriculum by influencing the psychological mechanisms of the professional and personal development of students.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF CREATIVE POTENTIAL OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE IN THE SYSTEM OF POSTGRADUATE EDUCATION: BENCHMARKS OF EXPERIMENTAL TEACHING


 
 
 The development of teacher's creative potential is a continuous pedagogical process, constant movement and self-development, in which the system of postgraduate pedagogical education plays the most important role.The article highlights special role that teachers of Ukrainian language and literature play in shaping culture of speech, linguistic flair, and literary tastes of young Ukrainian citizens. The importance of developing creative potential of teachers in the system of postgraduate pedagogical education is revealed. On the basis of the analysis of philosophical, psychological and pedagogical literature, we have determined organizational and pedagogical conditions, suggested an experimental structural and functional model for the development of creative potential of teachers of Ukrainian language and literature in the system of postgraduate pedagogical education. The conclusion is drawn about the integrity, sustainability and dynamics of the experimental model. It is pointed out that the development of spiritual and creative potential, training pedagogical skills require awareness of oneself as a subject of self- development in the created educational environment, which is oriented on positive emotional background, innovative and traditional methods and forms of work, actualization of self-educational potential and success.
 
 

Development of preschool teachers’ creative potential

In the structure of the teacher’s professional and pedagogical competence, creativity characterizes his creative achievements and is considered as the ability to design new non-standard products and high results by activating creative abilities. The creative potential of teachers is realized in practice through the development of creative products in the field of education, and the form of implementation of such products can be very diverse - from designing and delivering a lesson to pedagogical discovery. Within the framework of this research, ways of developing the creative potential of a teacher have been studied. It is emphasized that for its development, it is necessary, first of all, the inner desire of the teacher, the actualization of the desire for self-development, and creative growth.

The teacher’s main competencies in modern higher education

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

Diagnostics of development of creativity at future educators of children of preschool age

Modern global changes related to rapid scientific and technological progress, change in living standards, revision of standards of life, set the task of higher education for the formation of a person with developed creative abilities, the desire for constant self-education, creativity. Developing of creative personality traits is of fundamental importance in meeting the challenges of economic development. New ideas, innovation and ingenuity in the development of products and services are increasingly important to the economic competitiveness of companies, and of countries. The development of the future educator as a creative individual is important because it is from the creative potential of teachers that the creative development of the pupils depends. For a creative person, such personal qualities are important that allow you to operate effectively in situations of uncertainty, go beyond the predictable, show spontaneity. A creative person has a developed intellect that allows you to create something new, previously unknown. Important for a creative person is also activity, an understanding of the value of creativity and development, the desire to create something new, change oneself and change the world around oneself. According to our impression, the creativity of future educators of preschool children is the quality of the individual, which is based on the needs for self-actualization, characterized by flexibility and originality of thinking and manifested in the ability to creative activity. The author of the article proposed the structure of creativity of future educators, which consists of the following components: motivational, emotional and cognitive, reflective. A diagnostic methodology was selected to determine the degree of development of the components of creativity of future educators and an ascertaining experiment was conducted to determine the level develop the creativity of students. A study of the components of creativity of future educators showed the following problems: low self -esteem of the creative abilities of students; undeveloped creative thinking in categories of fluency, flexibility, originality. Students showed low and medium results; noted a weak understanding of the artistic image. The weak development of artistic perception, the lack of a theoretical basis make it impossible to understand the of style and artistic manner of a work of art. We intend to carry out further work on the development of students’ creativity in the study of the subject of «The Basics of Fine Arts».

Moderation technology in education manager’s activity: content-related aspect

A common requirement for all levels of education is a desire to overcome the administrative style of management, to minimize bureaucratic communication between levels of management vertical, the maximum to support the initiative and use the intellectual and creative potential of teachers. The article reveals moderation technology capabilities to ensure effective implementation of the control mechanisms of the teaching staff with regard to their readiness for self-management and the mobilization of personal resources.