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ПРИНЦИПИ РОЗВИТКУ ПЕДАГОГІЧНОЇ ТВОРЧОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

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Гаврилюк С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
306-318
EN
The topical question of tutors’ vocational training for future creative professional activity is considered. The essence of the concept «pedagogical creativity» is revealed. Considering theoretical and methodological issue of the researches, which are based on the essential principles of definite conceptual approaches and the results of the carried ascertaining experiment, the author gives such foundations of pedagogical creativity development of future tutors: the innovative principle and children centrism; the individualization and differentiation of students’ teaching principle, humanization of education and upbringing principle; the professional-pedagogical communication dialogization principle; cooperation, joint creative work; teachers’ and students’ synergyprinciples. Material and methods. The study’s methodological instruments and procedure included measurements using diagnostic techniques, surveys, questionnaires. The experiment involved a total of 175 students of the faculty of preschool and special education, ages 17 to 25 years, mostly females. Conclusion. It is revealed that the readiness of future teachers for pedagogical creativity depends on the professional motivation and on the development of such qualities: initiative, activity, creativity, mobility, openness to the new, innovative experience. This is contributed by the use of interactive, innovative Acme-synergy technologies aimed at professional development of creative thinking, pedagogical techniques, psycho-pedagogical competence and promoting inner creative potential of future educators. Organization of various types of creative activity requires skillful teaching guide to children's creativity, the availability of samples of creative behaviour, support and promotion of all forms of fantasy, imagination, creative activity and initiative on the part of teachers and parents, creating sensory development environment in pre-school educational institution and in the family: the enrichment of the educational space of diverse sensory information to form the child's perception, the development of sensory abilities, stockpiling baby sensory experience as the basis of children's creativity.
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