A MODEL OF THE DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS’ PEDAGOGICAL CREATIVITY

Abstract

A model of the development of pedagogical creativity of future primary school teachers in studying professional disciplines is proposed. It reflects the essence of the professional training of the elementary school teacher with a high level of pedagogical creativity. The main structural components of the model are determined. They are: target component, methodological, axiological and motivational, contextual, organizational, effectual. The content of each component is substantiated theoretically in the article. The methodological approaches and basic principles that provide the most optimal development of pedagogical creativity are defined. The complex of pedagogical conditions is proposed. This complex consists of the following conditions: the use of creative potential of professional academic disciplines; realizing creative educational milieu; the usage of innovative technologies; the implementation of a special course. The stages of development of pedagogical creativity and the main goals of each stages are defined. They include: value-motivational (initial), creative-activity (basic); reflexive-evaluative (final).The predicted result is summarized. The innovative teaching technologies, training resources that contribute pursuing an objective of the model are proposed. They are сase method, learning through play, project-based learning, problem-based learning, information and communication technology, the inventive problem solving technology. Axiological and motivational objectives of student with a high level of pedagogical creativity are identified. The model contributes to the development of cognitive, personal, motivation and emotional criteria of pedagogical creativity of future primary school teacher. The prospect of research in this direction is the realization and proving the effectiveness of author’s model in the educational process of the university. The complexity of the phenomenon of pedagogical creativity and its development required theoretical substantiation of the elements of the pedagogical model. The pedagogical model under consideration does not exhaust the whole multifaceted nature of the phenomenon under investigation.