Development Of Creative Potential Research Articles

Развитие творческого потенциала студентов педагогических специальностей вуза как актуальная проблема современного образования

Развитие творческого потенциала студентов педагогических специальностей вуза как актуальная проблема современного образования

Modern trends of art post-graduate pedagogical education

The article is devoted to considering modern tendencies of art post-graduate pedagogical education. There are elucidated views of native scientists about tendencies of art education development under conditions of post-graduate pedagogical education. There are noted three main components that provide andragonization of content, forms and methods of teaching in the system of post-graduate pedagogical education, among which: problem character of content of post-graduate pedagogical teaching, use of situation character of learning and procedural norms of its existence, dialogue character of its content. The native experience of organization of art post-graduate pedagogical education is described. There are elucidated the ways of mastering innovative pedagogical and art technologies at courses of qualification improvement for professors of art disciplines. There are described the author special courses, directed on spreading ideas of the advanced pedagogical experience. Problems of the development of pedagogical creativity and creative potential of a professor of art disciplines are indicated. Special features of the training course are described; construction, advantages of teaching and training components are elucidated. There are determined the main problems in organizing courses of qualification improvement for art professors. There is presented the experience of organizing problem, author, thematic courses, directed on developing the creative potential of professors of art disciplines. There is presented the experience of the special course, directed on developing the creative potential of a professor of art disciplines. The structure of integrating training activities is described. The attention is accented on the content component of the special course on developing the creative potential of professors of art disciplines. There are elucidated problems of motivation to creative kinds of activity, assessing-reflecting component. There are indicated problems of individualization of teaching, choice for an individual trajectory of creative learning. There is elucidated the practical directionality of teaching professors of art disciplines in the training course on developing the creative potential, types of pedagogical practice organization. There are elucidated problems of creation of the scientific-methodological and visual support of the educational process in post-graduate pedagogical education. The attention is accented on the content filling of thematic, problem courses for improving the quality of teaching professors. There are determined the prospects of development of course training and main directions of solving modern problems in art post-graduate pedagogical education

ORGANISATIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING OF FUTURE SPECIALISTS ON PRESCHOOL EDUCATION FOR THE DEVELOPMENT OF CREATIVE POTENTIAL OF 5-6 YEARS−OLD CHILDREN

The article deals with the problem of training of future specialists for the development of creative potential of children of preschool age. The purpose of the paper is to uncover the organizational and pedagogical conditions for the training of future educators for the development of the creative potential of senior preschool children. Methods of research: designing − distinguishing pedagogical conditions for preparing a future specialist for professional activity with creative children. Organizational and pedagogical conditions are considered as a set of necessary circumstances that ensure the effectiveness of training future educators for the development of creative potential of senior preschool children in a higher educational institution. The following organizational and pedagogical conditions are distinguished and substantiated: positive motivation of students for the development of creative potential of a child of 5-6 years; providing inter-subject links and integrating the content of training in the training of the future educator; creation of educational and creative environment of educational process in institutions of higher education for future specialists on development of creative potential of children 5-6 years. In order to carry out the training of future teachers for the development of creative potential of senior preschool children and the introduction of a pedagogical condition regarding the positive motivation of students for the specified type of activity, verification of its effectiveness, the following stages are envisaged: development of a set of methods and techniques, educational and professional tasks, aimed at the development of value-motivational sphere, value attitude of future educators to the child as a subject of professional interaction; development of methodical methods of emotional influence on the development of positive motivation of students to develop the creative potential of children of the senior preschool age.

СУТНІСТЬ ІННОВАЦІЙНОЇ ДІЯЛЬНОСТІ ДИРЕКТОРА ЗАКЛАДУ СЕРЕДНЬОЇ ОСВІТИ

The essence of innovative activity of manager of secondary education institution is determined in the article. It was considered the conditions, necessary for the implementation of innovative management activities. These include: support of innovative activity by state and local education authorities; preparation of the team for innovative activity; material and informational support of innovative activity; increase of professional competence of managers; scientific advising of participants in the educational process on innovative activity.An example of the use of school local area network software in management activity of managers, that improve the quality of education, is given. The developed modules of the improvement of the qualification of managers of educational institutions and preparation for innovative activity are listed. It was analyzed the stages of introduction of innovations in the secondary education institutions.The normative-legal documents, which reflect the issue of innovations in education: Laws of Ukraine “About Education”, “About General Secondary Education”, “About Innovative Activity”, “About Priority Areas of the Innovative Development of the State”, the Regulations “Aboutn the Procedure for the Implementation of the Innovative Educational activity” and “About the experimental general educational institution”.The article proves, that innovative activity in secondary education institutions is the search and use of modern concepts, principles and approaches to the system of education; making specific changes to the content, forms and methods of teaching and upbringing pupils, and ensures the effective management of the educational process. Application of innovations in educational activity of the educational establishment promotes the development of creative potential of pupils and style of thinking.

All You Need Is Love: The Importance of Partner and Family Relations to Highly Creative Individuals’ Well‐Being and Success

AbstractThe aim of the article was to investigate how the family life of highly creative individuals—mainly marriages or romantic relationships—is related to their sense of success and well‐being. Previous studies have led to conflicting conclusions. The predominant finding has been that marriage and family constitute an obstacle to creative potential development. Other studies have demonstrated that, regardless of gender, creators lead satisfying family lives, which contributes to their well‐being. The study presented in this paper is based on the grounded theory methodology and triangulates two sources: interviews with prominent creators from the USA conducted years ago (Csikszentmihalyi, 1996, N = 91) and interviews with recognized contemporary Polish artists and scientists (N = 34). Based on interactions between the interviewees’ perception of themselves as creators and their perception of gender and family roles, the authors identify and discuss five types of relationship between creators’ family life and work. They also discuss the factors that hinder or facilitate creators’ satisfactory functioning in both areas in each of the five types of relationship.

ОСОБИСТІСТЬ КОНСТРУКТИВНОГО ВИКЛАДАЧА І ЙОГО РОЛЬ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ

The article is devoted to the investigation of teacher’s personality, highlights psychological and pedagogical features of the personality of constructive teacher, and determines the role of such constructive teacher in the process of foreign language teaching. We made an attempt to characterize the teacher’s personality, namely to identify the main essential features of teacher’s personality, and noticed that professionalism, emotionality and interactivity constitute the working aspect of the personality of a constructive teacher of a foreign language. In addition, there was presented the convincing statement that constructive teacher should not only be erudite, be a professional in his/her job, but also should be a psychologist, that is, a person who cares about the mental state of students, their general condition and their comprehensive development. Considering the characteristic features of the personality of the constructive teacher, we came to the conclusion that being in this role is relatively diffi cult. On the one hand, it is undoubtedly due to huge stress and continuous refl ection. On the other hand, noting the eagerness and active participation of the students, their successes, the positive attitude towards learning, the development of autonomy, intellectual and creative potential, progress that they themselves do not realize, it can undoubtedly be stated that constructive learning is extremely effective, especially in the study of foreign languages.

Structural-functional model of artistic abilities formation

The article deals with general approaches concerning the study of methods of modeling a creative person, their classification, stages and an attempt to create a structural-functional model of interdependent formation of artistic abilities components. In particular, the principles of scientific modeling are analyzed, the content of concepts “model” and “modeling” is considered, the definition of general interpretation of the term “artistic abilities” is given. Phenomenologically indicated abilities are the complex synthetic quality of a specialist in combination with the individual psychological properties of his personality and persistent ability-skills in the professional implementation of fine art activity. Instead, artistic ability is a broader concept that covers the entire field of artist’s implementation of his professional functions and tasks at the creative stage of his work. The proposed author’s model creates an effective basis for considering the process of organizing the formation of future artist’s abilities during an ascent by a complex creative way of university education. The basic professional components, which are psychological factors of purposeful development of personality creative potential, are highlighted. It is noted that psychology of artistic creativity is a section of psychology of an art, the subject field of which includes the study of regularities of upbringing process and the aesthetic development of personality, the perception and understanding of works of art by people, on the one hand, and the direct process of psycho-spiritual creation of artistic works by the artist – on the other. It is obvious that the artist, creating an objective work of art, remains the subject of his perception, emotionally and even sensually passionately reacting to it, which conflicts with his personal and thus stimulates the creative individual one growth.

Експериментальне дослідження психолого-педагогічних умов розвитку творчого потенціалу майбутніх техніків-технологів харчової галузі

Експериментальне дослідження психолого-педагогічних умов розвитку творчого потенціалу майбутніх техніків-технологів харчової галузі

PROBLEM OF FORMATION OF QUALIFICATION-PROFESSIONAL REQUIREMENTS FOR PUBLIC OFFICIALS AS THE BASIS OF SELECTION OF PUBLIC SERVICE PERSONS IN UKRAINE: METHODOLOGICAL APPROACH

The article analyzed regulatory documents of Ukraine, which regulate the issues of determining the professional qualification requirements for employees, and find out that these documents establish requirements that are non-systemic and can be applied to any managerial position. The author proposes, taking into account the tendencies of the development of the public service system, to identify seven types of competencies of public servants: political, legal, economic, social, psychological, managerial, moral and ethical. Political competence and moral legitimacy implies an understanding of the nature of the basic social functions and organizational structure of the modern state, the principles and forms of democracy, the nature of the interaction between different branches of government, the role of political parties in the life of society. Legal (legal) competence of civil servants is formed in the course of basic vocational training, which relates to the main branches of law and is based on the skills of its professional application in various spheres of activity. Economic competence is differentiated depending on the specialization of civil servants and within the framework of a general for all level should include an assessment of the ability to apply a comparative analysis of key economic concepts. Sociological competence is related to the awareness of civil servants of the concept of the social structure of modern society, its dynamics and its impact on political and socio-economic processes. Psychological competence is the basis for effective communication contacts, when it is necessary to understand people, their interests, motives and intentions, to find an individual approach to them. Management competence includes knowledge of management methods, value-orientation regulation, integrated management of labor motivation, development of creative potential, etc.

PROBLEM OF FORMATION OF QUALIFICATION-PROFESSIONAL REQUIREMENTS FOR PUBLIC OFFICIALS AS THE BASIS OF SELECTION OF PUBLIC SERVICE PERSONS IN UKRAINE: METHODOLOGICAL APPROACH

The article analyzed regulatory documents of Ukraine, which reg- ulate the issues of determining the professional qualification requirements for employees, and find out that these documents establish requirements that are non-systemic and can be applied to any managerial position. The author propos- es, taking into account the tendencies of the development of the public service system, to identify seven types of competencies of public servants: political, legal, economic, social, psychological, managerial, moral and ethical. Political compe- tence and moral legitimacy implies an understanding of the nature of the basic so- cial functions and organizational structure of the modern state, the principles and forms of democracy, the nature of the interaction between different branches of government, the role of political parties in the life of society. Legal (legal) compe- tence of civil servants is formed in the course of basic vocational training, which relates to the main branches of law and is based on the skills of its professional application in various spheres of activity. Economic competence is differentiated depending on the specialization of civil servants and within the framework of a general for all level should include an assessment of the ability to apply a com- parative analysis of key economic concepts. Sociological competence is related to the awareness of civil servants of the concept of the social structure of modern so- ciety, its dynamics and its impact on political and socio-economic processes. Psy- chological competence is the basis for effective communication contacts, when it is necessary to understand people, their interests, motives and intentions, to find an individual approach to them. Management competence includes knowledge of management methods, value-orientation regulation, integrated management of labor motivation, development of creative potential, etc.

До проблеми розвитку творчого потенціалу керівників закладів професійно‐технічної освіти

До проблеми розвитку творчого потенціалу керівників закладів професійно‐технічної освіти

Импровизируемые произведения композиторов- авангардистов ХХ века как форма развития творческих способностей студентов-музыкантов

Импровизируемые произведения композиторов- авангардистов ХХ века как форма развития творческих способностей студентов-музыкантов

РОЗВИТОК ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНЬОГО ВЧИТЕЛЯ

РОЗВИТОК ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНЬОГО ВЧИТЕЛЯ

К вопросу об условиях развития креативности учащихся старших классов общеобразовательных школ

The issue of creating the conditions in school for development of creative potential of students is considered. It is noted that the development of creative thinking of senior pupils is the basis for the formation of innovative potential of the future specialist, therefore, currently this is one of the main tasks of school education. The results of search of conditions for development of creative potential of senior pupils are presented, using a modified technique by George Guildford, subtext “Use items,” offering the task on listing the most complete set of options for the use of any object. The author reveals the conditions that promote the creative potential of senior students, among which there are support of visual-figurative thinking in the process of creative activities and use of tasks focused on the development of visual-figurative thinking associated with creative expression, imagination, manifestation of personality, internal motivation, interest, goal, conversion, research, creation of the new. It is indicated that the development of creativity contributes to the rejection of rigid guidelines for the students that allows them to express individuality. It is noted that the development of creative potential of students can be carried out on sectarian activities. It is shown that the result of the experiment will allow to improve the forms of organization of extra-curricular clubs and classes, and creative homework.

The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training

<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>

Defining Creativity with Discovery

The standard definition of creativity has enabled significant empirical and theoretical advances, yet contains philosophical conundrums concerning the nature of novelty and the role of recognition and values. This work offers an act of conceptual valeting that addresses these issues. In doing so, creativity definitions are extended through the use of discovery. Drawing on dispositional realist philosophy, we outline why adding the discovery and bringing into being of new possibilities to the definition of creativity can aid theoretical understanding and empirical investigation. Having outlined the case for defining creativity with discovery, three distinct types of discovery of possibility, within four domains of creative action, and two types of bringing into being are examined for their theoretical and empirical value. This article concludes with a reflection on future research into the identification and development of creative potential.

A model for the development of the creative potential of a technical university teacher

The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.

Project activity as a way for creative potential development of university students trained on Management bachelor-program

This paper deals with development problem of practice-oriented space of Tomsk Polytechnic University. The discipline model of “Creative project” for students trained on Management course is developed. The model is based on the increase of student’s motivation to self-education, the use of project activity technologies and interactive teaching methods, and it is aimed at the formation of student’s readiness for productive learning activity and it gives an impulse for effective interaction of theory and practice in the context of manager training. The format of students and lecture interaction in the learning process is modeled; pedagogical tools for qualitative educational process and for getting effective results are chosen.Lecturer’s tasks in the implementation of developed model are defined. The need for constant searching new effective teaching means and methods,educational technologies are proved.Topics studied under discipline“Creative project”in the light of specific features of Management course are given. The results of this learning model implementation are projects,skills acquired during the self-education work and oral presentations. To get the results of the survey students are asked to fill in a questionnaire. Students’ answers show that the educational process has been designed efficiently and students are satisfied with the learning process. The model for discipline “Creative project” can be used in teaching practice at universities.

Demographic Determinants of Creativity: The Analysis of the Development of Creative Potential and Forecast for the Baltic States

AbstractHuman capital, affected by the demographic determinants, nowadays becomes a novel driver of change and regional development. Changes in the modern economy determine the future leading role of human capital, especially its creative dimension in the development of modern, sustainable competitive advantages of countries and regions. Considering the negative demographical tendencies in the Baltic States, the aim of this paper is to analyse and forecast the development of creative potential in Lithuania, Latvia and Estonia. Our methodology is based on the estimation of a regression model describing the relations between Global Creativity Index (GCI) and its components with the available demographic data in 28 European Union member countries. Model estimation results indicate a particular importance of population age composition for all GCI components, while education attainment levels appear to be highly significant for the technology and talent components. Using the estimated model parameters, authors elaborate a simple forecast for the three Baltic States using the current demographic projections, while outlining the strengths and potential weaknesses of each country in the long-term perspective.

Methodological Bases Of Development Of Pedagogical Creativity Of Future Teachers Of Preschool Educational Institutions

The article is devoted to the problem of development of pedagogical creativity of future teachers in the conditions of modernization of the content of modern pre-school education, introduction of a new paradigm of education, the purpose of which is the formation of a person of modern time, development of its creative abilities and creative potential. The article summarizes and formulates definition of "creativity". Principles of professional training of future teachers of preschool educational institutions for pedagogical creativity are substantiated. The role of an educator in the development of creative potential of personality, from early preschool age is idenified. Indicators of creative potential of personality of a tutor of children of preschool age are determined. The conclusion has theoretical and practical importance for actualization of creative activities of preschool education specialists