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1
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From schemes to the teacher’s pedagogical creativity in cyberculture

100%
Magda-Adamowicz M.
Rocznik Lubuski
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2017
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vol. 43
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issue 1
101-114
EN
This article discusses changes in external conditions of the functioning of contemporary man, including the teacher. The author pays attention to the changes connected with the development of media and electronic devices used for the processing of information and for communication. What is more, new information and verified knowledge is constantly added. School, still a traditional place of their transfer, cannot ignore these new knowledge sources. They are accessible and used by pupils, to whom operation of devices does not pose difficulties. With the same, contemporary teachers are expected to raise their qualifications in the field of cyberculture through professional improvement and selfeducation. Numerous researchers of contemporary school and teachers pay attention to the aspect of pedagogical creativity which is an indispensable element of the teacher’s work.Pedagogical creativity appears at the third and fourth stage of professional development, the so called critical realism and non-conformity. A pedagogically creative teacher is a person with vivid imagination, a large body of knowledge (using this knowledge in practice for effective pedagogical work), and non-conformist, heuristic qualities.
PL
Niniejszy artykuł traktuje o zmianie warunkow zewnętrznych, w jakich przychodzi funkcjonować współczesnemu człowiekowi, w tym nauczycielowi. W tekście zwrócono uwagę na ten obszar zmian, ktory związany jest z rozwojem mediów i urządzeń elektronicznych, służących do przetwarzania informacji i komunikowania się. Ponadto w niezwykle szybkim tempie przybywa nowych informacji, ale i sprawdzonej wiedzy. Szkoła będąc w dalszym ciągu tradycyjnym miejscem jej przekazywania, nie może ignorować nowych źródeł wiedzy. Są one dostępne i wykorzystywane przez uczniów, którym obsługa urządzeń nie nastręcza większych trudności. Tym samym oczekuje się od współczesnych nauczycieli ciągłego podnoszenia kwalifikacji w zakresie poruszania się w cyberprzestrzeni poprzez doskonalenie zawodowe i samokształcenie
2

ТВОРЧИЙ ПОТЕНЦІАЛ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ ТА ЛІТЕРАТУРИ: ЗМІСТ ТА ОСОБЛИВОСТІ

100%
Сиваш С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 5(49)
156-164
EN
The purpose of article is to determine the concept of «creativity» and the factors influencing its development. To achieve the goal, the following theoretical methods were used: analysis and synthesis of scientific and educational literature for comparing different views on the issues under investigation; definition and refinement of conceptual and categorical apparatus. The article deals with a theoretical generalization of the nature and content of the creative potential of teachers of Ukrainian language and literature; the factors influencing the process of development of creative potential of the person; the structural components of this phenomenon are revealed. Prospects for further research are to develop evidence-based concept of development of creative potential of Ukrainian language and literature teachers. The basis of education – teacher’s educational affairs of the Ukrainian language and literature advocates respect for the child, promoting and enriching his spiritual and creative potential, which consists of natural inclinations and acquired in the process of socialization of knowledge and skills, strong-willed prerequisites for activity. In view of this, the creativity of the individual should be a primary focus in today’s socio-cultural conditions of our country. The purpose of the article is to find out the essence of the concept of «creativity potential» to justify what factors influence the development of creative potential in innovative teaching activities, to reveal the structural components of creativity, as the structural characteristics of the individual. For teacher creative activity is a vital requirement, it reveals his identity. Creativity is not always detected in time and develops. Even the possession of some knowledge by a person does not guarantee his/her willingness to work. This requires a driving force, which scientists call “creativity potential”. We are close to the idea of the researcher V. O. Molyako, who offered his own concept of forming a creative personality and the realization of his creative potential. The scientist defines creativity as integrative quality of the individual, which characterizes the extent possible to carry out creative work, willingness and ability of self-actualization and self-development. The creative potential is the system that is completely hidden from any external observation. Moreover, the carrier of creativity sometimes does not know about his creativity. The true creativity of the individual can only speak on the basis of the activities received original works. The creative potential is not imaginary, but real, predictable value only when realized in inventions, designs, books, paintings, films and so on. Scientist presents the general structure of creativity, which is determined by the following components: inclinations, tendencies manifested in the provision of benefits for some reason; interests, their orientation and frequency; curiosity, the desire to create something new; speed in learning new information; manifestations of general intelligence; perseverance, dedication, hard work; relatively fast and high-quality mastering abilities, skills, mastery of certain actions; ability to implement his/her own strategies and tactics of solving different problems, problems of finding a solution to complex non-standard, extreme situations. Thus, the foundations of creativity of Ukrainian language and literature teacher are formed, laid in the process of training and developing his career.
3

ПРОФЕСІЙНО-ПЕДАГОГІЧНА КУЛЬТУРА ВИКЛАДАЧА ВНЗ ЕКОНОМІЧНОГО ПРОФІЛЮ ЯК СКЛАДОВА ЙОГО ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

88%
Миленкова Р.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
332-339
EN
The purpose of the article is the theoretical analysis of professionaland pedagogical culture of economic students’ teachers. The presented results of the research are obtained by such methods as an analysis, generalization, analogy, design, pedagogical supervision, questioning, expert estimation. The description of the structural elements and their interrelation comes forward a research result, the functions and the basic factors of becoming professionalpedagogical culture.A practical value lies at the possibility of pedagogical examinations of professional and pedagogical culture of the teachers in accordance with the constituents of its structure and foresees the leadthrough of the pedagogical experiment. Such generalized factors as specific features of the pedagogical profession; general culture and motivation of a personality; the level of education, the professional pedagogical experience; the level of teachers’ scientific activity influence on forming the professionally pedagogical culture of the teachers. Consequently, professional and pedagogical culture of a teacher is a constituent of his general culture, which makes the system of values, knowledge, norms, abilities and skills, in relation to realization of scientific pedagogical activity, that is formed or developed in a personality during his pedagogical education and practice and provides at certain terms realization of scientific pedagogical potential within professional activity. The basic functions of professional and pedagogical culture, in our view, are such as: regulative which determines the important role of pedagogical activity in the development of society and its social institutions; value-normative, which gives the estimation of the phenomenon in the sphere of educational activity; communicative which foresees intercourse and exchange experience from innovations and technologies of studies; socializing, which examines professional pedagogical culture through the prism of public values; prognostic which foresees a study and the results of pedagogical activity. Particularly noteworthy among the factors of professional and pedagogical culture of a teacher professional and academic culture of the university, which forms a separate corporate culture of teachers, including specific future careers of graduates – economic.
4

ПРИНЦИПИ РОЗВИТКУ ПЕДАГОГІЧНОЇ ТВОРЧОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

88%
Гаврилюк С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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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.
5

ПРОБЛЕМА КРЕАТИВНОСТІ ОСОБИСТОСТІ В НАУКОВИХ ДОСЛІДЖЕННЯХ

75%
Наталія Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
179-187
EN
In the article the problem of the creativity as an important ability to create something new is considered. Based on the analysis of psychological and pedagogical sources, scientific literature and personal experience, an analysis of the concept of “creativity” is carried out. Many approaches to the study of this phenomenon have been studied. The relevance of this topic is noted. Today, education requires professional and creative professionals capable of creative work with schoolchildren and preschool children. This concept is considered by modern foreign and native scientists. An analysis of the literature suggests that this problem acquired the greatest urgency in the twenty-first century. The article describes creativity as an individual’s quality, aimed at creating new solutions, original ideas, creating a new, original product of social importance. It is noted that creativity is divided into intellectual and social and their features are revealed. The opinion of scientists who attribute creativity to the main features of the individual is supported. The content of the concepts of creative personality and creative education is considered. It gives its own definition of what a creative person should be. It is determined that creative abilities are a constituent of creativity of the future teachers of musical art. Creativity is defined as the structure of the personality, which is characterized by the identity and integrity of the totality of such personal qualities as: creative potential, creative activity, creative orientation, creative individuality, initiative, improvisation. Analysis of the literature under study in accordance with the study of creativity helps in creating their own definition of creativity. The author concludes that creativity has many approaches, but the main thing is the desire of the individual to create something, and the creativity of the future teachers of musical art is a creative individuality, a desire to stand out thanks to music. Consequently, the concept of “creativity” has many approaches, but the main thing is the desire of the individual to create something. The use of theoretical materials in the educational process will help to increase interest of the future teachers of musical art in creativity. A promising direction for further scientific research is the creation of methodological recommendations for the development of creativity of the future teachers of musical art.
6

ПРОФЕСІЙНЕ ВИГОРАННЯ ЯК ПЕРЕШКОДА ПІЗНАВАЛЬНО-ТВОРЧОЇ САМОРЕАЛІЗАЦІЇ ПЕДАГОГІЧНИХ КАДРІВ

75%
Микола С.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 8(62)
74-84
EN
The article is devoted to revealing the key aspects of professional burnout as obstacles to cognitive and creative self-realization of teachers. The first place among great numbers of published researches on the issue of burnout, takes up the articles relating to teachers’ work. Burnout syndrome as a result of job stress has been extensively studied for over 30 years in the foreign psychology. In Ukrainian science the great interest to it has arisen recently, that is why this subject has not received appropriate consideration. The following methods of research were used: system-structural and functional analysis, theoretical analysis of Ukrainian, Russian and foreign scientific sources. In the context of our research we consider it necessary to review the concept of creativity. Analysis of psychological and educational research indicates that the problem of creativity is considered in the following aspects: philosophical, psychological and pedagogical. The subject of creativity is a human. The most important characteristics of educational creativity are: a high level of social and moral consciousness; search and problematic way of thinking; developed intellectual and logical abilities; vision problem; creative imagination, developed imagination; specific personal qualities; specific leading motives. Creatively working teacher could provide self-realization of his/her own personal creativity and create conditions for active students’ learning. But the problem of burnout appears. Burnout syndrome is one of the phenomena of personal deformation. There are three factors of professional burnout: personal, role and organizational. Personal factor includes motivation, variants of stress reaction and other personal features. Role factor is connected with role conflicts and role uncertainty. Organizational factor includes characteristics of professional tasks, type of leading, level of responsibility. So we got a theoretical justification for increased attention to the issue of prevention of burnout, because it reduces the creative self-realization, and has negative impact on the human psyche, which could cause further psychological disorders. The perspective of further research is to develop training programs for teachers to maintain and strengthen the mental health.
7

НАУКОВІ ОСНОВИ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ В ТЕОРІЇ І ПРАКТИЦІ ОСВІТИ РОСІЇ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТ.

63%
Мільто Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 8(72)
295-304
EN
The article presents the results of historical-pedagogical analysis of the creative heritage of progressive educators, associates and followers of K. Ushinsky, who laid the scientific foundations of pedagogical mastery and made a significant contribution to updating the teacher's professional training. In order to obtain objective data on the selected problem of research, a set of interrelated methods was used: general scientific (historical-pedagogical analysis, synthesis, generalization, comparison), which became the basis for the study of procedural-content aspects of the development of ideas of teacher’s pedagogical mastery in the theory and practice of education in the investigated period. It was found out that the teachers of the late XIX and early XX centuries. with their scientific works laid the fundamental theoretical foundations of the development of ideas of pedagogical mastery; scientifically substantiated the ways of improving the teacher’s professional training; interpreting professional skills as a pedagogical phenomenon, elevated to the level of art and science. Pedagogical mastery was defined as individual creativity, based on knowledge of patterns and mechanisms of pedagogical process, which allows analyzing independently pedagogical phenomena, to find new teaching ideas, conclusions, principles in the theory and practice of teaching. The main feature of pedagogical mastery the teachers considered pedagogical culture and humanistic orientation of the teacher. Scientists have identified a number of criteria for assessing pedagogical mastery: the ability of the teacher to have the pedagogical technique necessary for the effective use of the system of methods of pedagogical influence; knowledge of a teacher related to the pedagogy of sciences (psychology, physiology, anthropology, ethics, etc.), which help the teacher to develop attention, memory, imagination, will, and other qualities in their pupils. Instructors, scientists distinguished the features of the teacher-master: the sincere love for children, the steadfastness of attention, patience, perseverance, diligent work, love for work, the gift of words, pedagogical tact, constant professional self-improvement, the desire to find the perfect methods of work. An important prerequisite for the achievement of pedagogical mastery was the pedagogical abilities and pedagogical vocation of man.
8
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Rozwój twórczego potencjału przyszłych wychowawców dzieci-przedszkolaków w warunkach uczelni pedagogicznych

63%
Fedorovych А.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2016
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vol. 29
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issue 2
EN
The article deals with the essence of the concept of „creative potential of the teacher”; it characterises its components (creative abilities, creativity, creative activity), singles out the qualities of a creative specialist; focuses attention on the components of training future teachers of preschool age children and focuses on the ways of developing creative potential of students in terms of pedagogical higher educational institutions.
PL
W artykule dokonano analizy istoty pojęcia „twórczy potencjał pedagoga”; zostały scharakteryzowane jego składniki (twórcze zdolności, kreatywność, twórcza aktywność), wyodrębniono cechy twórczego fachowcy; uwagę skupiono na składnikach szkolenia przyszłych wychowawców dzieci-przedszkolaków oraz sposobach rozwoju twórczego potencjału studentów w warunkach instytucji kształcenia pedagogicznego na poziomie wyższym.
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