Розвиток педагогічної креативності майбутніх учителів початкової школи у процесі вивчення фахових дисциплін

Abstract

У дисертації розкрито теоретичні аспекти розвитку педагогічної креативності майбутніх учителів початкової школи у процесі вивчення фахових дисциплін. Конкретизовано критерії, показники та рівні розвитку педагогічної креативності майбутніх учителів початкової школи. Обґрунтовано й експериментально перевірено дієвість педагогічних умов (реалізація дидактико-розвивального потенціалу дисциплін фахового циклу через наповнення їх змісту проблемними завданнями з урахуванням особливостей і структури педагогічної креативності вчителів початкової школи; створення креативного освітнього середовища для вільного самовизначення і актуалізації особистісного потенціалу майбутніх учителів початкової школи; використання креативних ресурсів інноваційних технологій у процесі викладання фахових дисциплін). Виокремлені педагогічні умови покладено в основу структурно- функціональної моделі, до складу якої увійшли взаємопов’язані блоки: цільовий, концептуальний, ціннісно-мотиваційний, змістовий, організаційно- процесуальний, результативний. Розроблено методичні рекомендації щодо розвитку педагогічної креативності майбутніх учителів початкової школи у процесі вивчення фахових дисциплін.

В диссертации раскрыты теоретические аспекты педагогической креативности будущих учителей начальной школы в процессе изучения профессиональных дисциплин. Определены и обоснованы критерии, показатели и уровни развития педагогической креативности будущих учителей начальной школы. Обоснованы и экспериментально проверены педагогические условия (реализация дидактико-развивающего потенциала дисциплин профессионального цикла путем наполнения их содержания проблемными задачами с учетом особенностей и структуры педагогической креативности учителей начальной школы; создание креативной образовательной среды для свободного самоопределения и актуализации личностного потенциала будущих учителей начальной школы; использование креативных ресурсов инновационных технологий в процессе преподавания профессиональных дисциплин). Выделенные педагогические условия положены в основу структурно-функциональной модели, в состав которой вошли взаимосвязанные блоки: целевой, концептуальный, ценностно-мотивационный, содержательный, организационно-процессуальный, результативный. Разработаны методические рекомендации по развитию педагогической креативности будущих учителей начальной школы в процессе изучения профессиональных дисциплин.

The theoretical aspects of primary school teachers’ pedagogical creativity in the process of professional disciplines studying is described in the dissertation. Pedagogical creativity is described as integral personality-professional quality, which is expressed in the ability to implement pedagogical creativity, original solution of problems, realization of teacher’s individuality, professional and personal self- improvement. The main features of pedagogical creativity are singled out: a developed complex of individual qualities (communicative, intellectual, volitional, emotional, moral, etc.); the ability to solve pedagogical problems (communicative, organizational, methodical) originally; pedagogical orientation of thinking; desire to realize their own personality; the ability to overcome stereotypes, rejection of «template» thinking; the desire to create a new one, to embody new ideas; the ability to implement innovative learning technologies. The criteria of pedagogical creativity of future teachers of elementary school are outlined: cognitive (reflects a set of professional knowledge of the future specialist), personal (represents a system of personal creative qualities), motivational-emotional (represents the motivation and emotional setting of a student for the development of pedagogical creativity, awareness of its importance), activity (represents the realization of acquired creative skills of the student). Indicators of the cognitive criteria are: general professional knowledge of pedagogical creativity, competency in innovative technologies for the education of junior pupils. The personal criterion includes the following indicators: divergent thinking; developed creative qualities (perseverance, openness to new ones, self-confidence, ingenuity, rejection of stereotypes, pattern, insight, autonomy, associative thinking, developed intuition), adequate perception of criticism from teachers (friends, family). The structure of the motivational-emotional criterion includes the following indicators: internal motivation for self-development, professional implementation; positive attitude towards the development of pedagogical creativity; the desire to attract others to creativity, to develop their creative abilities; the desire to apply innovative methods and techniques of training in future professional activities. Activity criterion includes the following indicators: the ability to implement creative solutions to pedagogical problems; exercise creativity in preparation for lessons, extracurricular activities; developed communicative skills (ability to communicate with junior schoolchildren, solve problem communicative situations, and have a special approach in communicating with parents); ability to improvise. Three levels of pedagogical creativity of future elementary school teachers of are distinguished: adaptive (low), reproductive (average), creative (high); the characteristic of each level is established. The term «professional discipline» is described as a discipline of the professional and practical training cycle that provides the future specialist with basic theoretical knowledge and practical skills. It is generalized that educational potential for the development of pedagogical creativity of future primary school teachers is to improve the skills of solving problematic pedagogical situations, typical mistakes of teachers, the study of innovative teaching technologies, methods of conducting extra- curricular educational work; creation of own exercises, notes, lessons, presentations, plans of work of circles, improvement of speech culture, use of different types of art at classes in elementary school, etc. The validity of pedagogical conditions was substantiated and experimentally verified (realization of didactic and developmental potential of a professional cycle disciplines due to problem tasks taking into account peculiarities and structure of primary school teachers’ pedagogical creativity; creation of creative educational environment for free self-identification and actualization of personal potential of the future elementary school teacher; application of creative resources of innovative technologies in the process of teaching professional disciplines). The pedagogical conditions are the basis of a structural and functional model, which includes interconnected blocks: target, conceptual, value-motivational, content, organizational-procedural, effective. It is determined that the model of pedagogical creativity of future teachers development performs the following functions: axiological (consists in the formation of professional values, high ideals of the elementary school teacher, perception of creativity as a means of professional and personal self-improvement); epistemological (ability to gain new knowledge through the creative act); control and evaluative (diagnostics and correction of activity is carried out with the help of criteria, indicators and levels of development of pedagogical creativity,); syncretic (interconnected structural components of the model can be considered and function in a complex). The diagnosis of the pedagogical creativity development, which was carried out after the end of the formative stage of the pedagogical experiment, showed that after the introduction of the author's structural-functional model and certain pedagogical conditions, there was a positive dynamics of pedagogical creativity development. The results of the experimental work developed guidelines for pedagogical creativity of future primary school teachers. It is recommended: to develop skills of pedagogical improvisation, promote formation of assertive behaviour, conduct trainings aimed at updating creative potential, interactive discourses; round tables, press conferences, joint lessons with teacher-practitioners, pedagogical master classes, contests of pedagogical creativity, «creative battles»; use group forms of work, pedagogical cases of different levels of complexity; apply non-traditional forms of educational activities organization, pedagogical, role-playing games, creative projects (group, individual), method of portfolio; develop workbooks of professional disciplines using their creative potential; organize the work of circles, problem groups; to introduce additional special seminars on issues of creativity.