Volume 12 - Issue 69
/ September 2023
183
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.69.09.16
How to Cite:
Kurok, V., Kurok, R., Burchak, L., Burchak, S., & Khoruzhenko, T. (2023). Pedagogical conditions for developing the creativity of
future teachers in the process of their professional training. Amazonia Investiga, 12(69), 183-193.
https://doi.org/10.34069/AI/2023.69.09.16
Pedagogical conditions for developing the creativity of future teachers
in the process of their professional training
Педагогічні умови розвитку творчості майбутніх учителів у процесі професійної
підготовки
Received: August 2, 2023 Accepted: September 29, 2023
Written by:
Vira Kurok
1
https://orcid.org/0000-0003-1474-3879
Roman Kurok
2
https://orcid.org/0000-0001-6855-3830
Liana Burchak
3
https://orcid.org/0009-0001-6141-4384
Stanislav Burchak
4
https://orcid.org/0000-0002-1641-3251
Tetiana Khoruzhenko
5
https://orcid.org/0000-0002-8493-0242
Abstract
Today, institutions of higher pedagogical
education require the constant development of
creativity of students of higher education, the
implementation of a system of purposeful
development of it to ensure the training of future
specialists capable of professional activity in the
conditions of the New Ukrainian school, the
development of key competencies of students,
and the implementation of state policy on
comprehensive personality development.
Therefore, the purpose of the article is to identify
and substantiate the pedagogical conditions
under which the process of developing the
creativity of future teachers would be as effective
as possible and ensure the successful solution of
the specified tasks. In the process of research, we
used the following methods: theoretical;
empirical; statistical.The article describes the
stages of selection and ranking of pedagogical
Aнотація
Сьогодення вимагає від закладів вищої
педагогічної освіти постійного розвитку
творчості здобувачів вищої освіти, реалізації
системи цілеспрямованого її розвитку для
забезпечення підготовки майбутніх фахівців,
здатних до професійної діяльності в умовах
Нової української школи, розвитку ключових
компетентностей учнів, утілення державної
політики щодо всебічного розвитку
особистості. Тому метою статті є виявлення та
обґрунтування педагогічних умов, за яких
процес розвитку творчості майбутніх педагогів
був би максимально ефективним та
забезпечував успішне розв’язання зазначених
завдань.У статті описано етапи відбору й
ранжування педагогічних умов розвитку
творчості майбутніх педагогів у процесі
фахової підготовки в закладах вищої освіти, а
також схарактеризовано роль і місце
1
Doctor of Pedagogical Sciences, Professor, Head of the Department of Technological and Professional Education Chair, Oleksandr
Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. WoS Researcher ID: AAP-7020-2020
2
Doctor of Pedagogical Sciences, Candidate of Juridical Sciences, Associate Professor, Junior researcher of the laboratory of scientific
and methodical support of training in colleges and technical schools of the Institute of Vocational Education, National Academy of
Pedagogical Sciences of Ukraine, Kyiv, Ukraine. WoS Researcher ID: FIK-4232-2022
3
Candidate of Pedagogical Sciences, Associate Professor of the Departament of Biology and agriculture groundings, Oleksandr
Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. WoS Researcher ID: EPQ-1973-2022
4
Doctor of Pedagogical Sciences, Associate Professor of the Department of Technological and Professional Education Chair,
Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. WoS Researcher ID: AGX-6282-2022
5
Candidate of Pedagogical Sciences, Associate Professor of the Departament of Technological and Professional Education Chair,
Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. WoS Researcher ID: CYR-8326-2022
184
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conditions for the development of creativity of
future teachers in the process of professional
training in institutions of higher education of
education, as well as the role and place of these
conditions in the system of purposeful
development of creativity of future teachers are
characterized.
Keywords: higher education students, future
teachers, pedagogical conditions, pedagogical
university, ranking, developing creativity.
зазначених умов у системі цілеспрямованого
розвитку творчості майбутніх педагогів.
Ключові слова: здобувачі вищої освіти,
майбутні педагоги, педагогічні умови,
педагогічний університет, ранжування,
розвиток творчості.
Introduction
The beginning of the new century is
characterized by the search for ways of
improving the quality of higher professional
education which is important for the sustainable
development of the society and the economic
well-being of the country. The current socio-
economic situation in Ukraine sets new demands
on the process of training future specialists in the
institutions of higher education since the
acquisition of only subject knowledge in modern
society does not make graduates competitive at
the labour market.
The demand for the competitive professionals
updated by the market economy gives rise to the
primary task of developing such abilities of an
individual that reveal their individual qualities,
intellectual capabilities and creative potential,
because the social development of a nation is
always closely connected with creativity. New
orientations of professional education, modern
achievements of science determine the choice of
technologies, which are increasingly preferred by
teachers.
At the same time developing the creativity of
future specialists in the educational process of
pedagogical higher education institutions due to
the lack of flexible plans, programmes,
textbooks, the insufficient use of innovative
technologies occurs spontaneously, does not
encourage the students of education to
professional creativity and extremely slowly
reorients the components of the current
educational system on the basis of modern
concepts.
Based on the above mentioned provisions, the
purpose of our publication is to identify and
substantiate the pedagogical conditions under
which the process of developing the creativity of
future teachers in the process of studying at the
pedagogical institutions of higher education
would be as effective as possible and ensure the
successful solution of the specified problem.
Literature Review
In the current stage of the Ukrainian education
system institutions of higher pedagogical
education, future teachers should possess not
only a high level of pedagogical skills in order to
successfully fulfill their professional duties, but
also demonstrate constant developing their own
creativity, implementing the system of its
purposeful developing in order to ensure training
future specialists capable of professional activity
in the conditions of the New Ukrainian School,
the formation of students key competencies, the
implementation of state policy regarding the
comprehensive development of the personality
(Wu et al., 2014; Edens et al., 2015; Wen et al.,
2017; Kurok et al., 2022; Marieiev et al., 2023).
The effectiveness of the implementation of the
system of developing the creativity of future
teachers in the process of their professional
training is possible provided that the pedagogical
conditions are observed, which will contribute to
the organization of the effective activities of all
the participants in the educational process of the
pedagogical institutions of higher education,
aimed at solving the outlined problem. The
philosophical dictionary contains the concept of
‘condition’ defined as ‘a category that reflects the
universal relations of a thing to the factors due to
which it arises and exists’ (Wu et al., 2014).
Sometimes creativity is interpreted as a vector of
positive ways out of social instability, conflicts
and dissatisfaction (Nerubasska & Maksymchuk,
2020).
In the pedagogical literature, the concept of
‘pedagogical conditions’ is more often used,
which is interpreted differently by scientists.
Thus, O. Antonova states that pedagogical
conditions can be defined as “a set of objective
possibilities of forms, methods and techniques,
the content of increasing the efficiency of the
educational process, which ensure the solution of
the tasks of the scientific research” (Antonova,
2012). I. Onyshchenko names pedagogical
conditions as a set of content, possibilities,
Kurok, V., Kurok, R., Burchak, L., Burchak, S., Khoruzhenko, T. / Volume 12 - Issue 69: 183-193 / September, 2023
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methods, techniques and forms (Onyshchenko,
2016).
General issues on developing the creative
abilities of higher education institutions students
were considered in the article (Vaganova et al.,
2019). It was pointed to the increase in the
professional requirements for university
graduates. The focus was on the need to create
the conditions for the realization of students’
creative potential.
Crucial is the keynote due to which “bringing
creativity to the rank of major productive force
eliminates the characteristics of alienation of
human from work” (Glazkova et al., 2020, 152).
So, we understand the concept of ‘pedagogical
conditions’ as a set of certain circumstances
aimed at increasing the effectiveness of the
pedagogical processes and phenomena, in
particular, the development of creativity of future
teachers. We will talk about the complex of
pedagogical conditions, since they are all
interdependent and interconnected. Therefore,
we set the task of their scientific substantiation,
based on the analysis of the separate components,
features and properties of the object (the
creativity of future teachers), which will ensure
the effectiveness of the development of this
phenomenon.
The essence and significance of the pedagogical
conditions selected by the expert group should be
analysed here. The experts singled out «applying
innovative teaching/learning technologies in the
professional training of future teachers» as a
pedagogical condition for developing creativity
of future teachers of rank No. 1. This condition
is, in our opinion, very important, since the
analysis of the isolated factors of developing
creativity of future teachers showed that the vast
majority of them are interrelated and require the
use of innovative technologies in the process of
professional training (combining them with yjr
traditional ones).
Agreeing with the opinion of I. Dychkivs’ka, by
innovative pedagogical technologies in our
research we understand the process of
purposeful, systematic and consistent
introducing the original, innovative techniques,
methods, pedagogical actions and means
covering a holistic educational process, from the
definition of its goals to the expected result of the
activity, into the practice of the institution of
higher education (Dychkivs’ka, 2011).
According to T. Batyuta, an important feature of
the European education system is applying
modern innovative technologies alongside with
the traditional teaching/learning technologies,
the main characteristics of which are the
following: technologicalization of all types of
research (in natural science, mathematics,
chemistry, humanities and social sciences,
political science and culture, etc.);
implementation by the state of redistribution of
funding from fundamental research to
technological research; introduction of the most
modern network and computer technologies;
constant integration and modernization of
scientific, research and educational systems,
increasing the prestige of the Ukrainian
education, science and technology, solving the
problems of sustainable development, preventing
destabilization on the global and local scale;
active use of the latest information and
communication, educational technologies
(Batyuta & Dychkivs’ka, 2001).
We can agree with the authors, who single out the
following among the main directions of the
outlined process: the organization of the
educational and informational and subject-
oriented environment that will allow applying
multimedia tools, hypermedia systems,
electronic textbooks, etc.; mastering means of
communication (computer networks, television,
telephone, satellite communication for the
purpose of exchanging information resources);
compliance with the conditions and principles,
skills and rules of «being» in the information and
educational space; development of distance
teaching/learning and the distance education
system in general (Batyuta, & Dychkivs’ka,
2001).
It should be noted that the main innovative
technologies in education are considered to be:
technologies of individualization of the
educational process (educational design,
adaptive learning system, productive learning,
etc.); interactive learning technologies
(interaction of participants in the educational
process to jointly solve educational problems;
training sessions, etc.); multimedia technologies
(technologies that combine graphic, text, video
and audio information for the purpose of creating
presentations, electronic manuals, educational
films, etc.); network technologies (organization
of distance teaching/learning,
telecommunication of students with teachers,
library workers, colleagues using
teleconferences, e-mail, etc.) (Khymynets’,
2009¡Error! No se encuentra el origen de la r
eferencia.).
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The choice of the outlined pedagogical
conditions is also confirmed by the fact that
electronic learning as a feature of the latest
educational technologies, is very important in the
field of the European integration which is
understood as the educational space where the
formation and development of higher education
students includes personal qualities that will be
needed by a modern person in their life: the
ability to think critically and globally; knowledge
of the basics of media literacy; the ability for
creative development and self-development, for
solving creative tasks; development of readiness
to work in a team; development of civic
consciousness (Jackson, 2013; Novolokova,
2019).
At the same time, the fulfillment of the outlined
pedagogical condition encourages higher
education students to work in the team, to use
productive, dialogical, modern teaching methods
in order to more effectively train them for the
creative professional activity.
The group of experts singled out «creating the
favourable educational environment focused on
developing creativity of higher education
students» as a pedagogical condition for
developing the creativity of future teachers of
rank No. 2. It is well known that in the modern
educational institution, a teacher cannot and
should not be a transmitter of certain information
(ready-made knowledge). In this regard, they
needs to direct their own efforts to selecting
forms, methods, techniques and technologies that
will be interesting to future teachers, take into
account their cognitive interests, personal
creative potential, that is, encourage creativity,
creative thinking. Creative educational
environment is not limited only to the
educational opportunities of the university, it
should provide for the opportunity for modern
teachers and students of education to receive the
latest information in the world. Such an
environment should be personally oriented,
benevolent, cohesive and stimulate free
expression of thoughts, ideas, free choice of
methods and forms of educational activity by the
students. In the writings, H. Tokman’ convinces
that the atmosphere of approval and respect for
creativity should be created (Tokman’, 2012).
The correct interpretation of the concept of
‘creative educational environment’ is presented
in the works of O. Petrovych, who considers it as
‘a set of organically combined systemic
conditions for the development of creativity of
future specialists, taking into account their
individual characteristics, self-improvement and
self-realization, forming their creative and
critical thinking on the basis of the dialogic
interaction of the teacher and students with the
aim of qualitatively training them for the
organization of work with gifted students
(Petrovych, 2014).
Developing the creative educational environment
has a positive effect on the educational
motivation of future teachers, encourages them to
various types of creative activity, forms a
valuable attitude to creativity, the development
of one’s own creative potential through the
realization of the need for self-education, self-
improvement, self-development, etc.
The next pedagogical condition (with rank No. 3)
is «purposeful developing the personal creative
qualities» of education students. The significance
of the specified pedagogical condition cannot be
underestimated, since it is due to the fact that
positive emotions, the psychological aspect of
any process, including developing the creativity
of future teachers, mobilize all the mental
processes of the subject of activity, increase their
cognitive activity, will, desire to solve the
assigned tasks, reveal abilities, matching them
with their own needs and interests (Lubart, 2010;
Stojanova, 2010).
The authors see the implementation of this
pedagogical condition into the educational
institution in the organization of circumstances
that would contribute to the development of the
creative direction of the educational process,
which should be manifested in the emotions, will,
desire, awareness, consciousness and feelings of
future teachers. After all, it is known that
emotions, feelings, desires arise due to real
objects, events, people, which allows us to focus
on the practical implementation of this condition
and ensure the personal activity of future teachers
while developing their creativity (enjoying the
obtained positive results, sadness due to
unfinished work , fear of making a mistake, not
proving oneself right, despair due to the loss of
the opportunity to bring the case to the end, etc.).
Therefore, all of the above mentioned is
generated, as a rule, in the real educational
process and prompts the student to perform
certain actions, overcome difficulties, develop
the ability to restrain emotions, behave correctly,
intelligently, since their positive perception and
awareness of the development of teacher’s and
student’s creativity during the professional
training stimulates emotions, will, which cause
the need for the further movement towards
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creativity, acquisition of the necessary
knowledge, skills, abilities, reflections, etc.
The purposeful development of creativity of
future teachers can be seen in applying creative
tasks, projects, innovative technologies,
interactive, creative methods in the educational
process.
The group of experts singled out «filling the
theoretical and practical components of the
professional training of future teachers with
content aimed at the development of their
creativity» as a pedagogical condition for
developing the creativity of future teachers of
rank No. 4. This is explained by the fact that
increasing the efficiency of the system of
developing the creativity of future teachers in the
process of their professional training is possible
only if changes are made to all the components
of the educational process of the pedagogical
higher education institution.
To implement this pedagogical condition in
practice, the main goals of training future
teachers should be determined and oriented to
higher productive levels of the educational
activity, which, in turn, outlines the task of
training future specialists, determines the content,
complex of methods, forms, learning
technologies, etc. It is important that while
implementing the specified pedagogical
conditions, the productive means and methods of
the educational activity of education students are
replaced by reproductive ones, providing
opportunities for the implementation of creative
learning (work on creative and scientific projects,
searching for ways to solve non-standard, non-
traditional tasks, active participation in the
scientific and research activities, development of
models, search for new creative methods,
methods, use of different-level means of
monitoring the educational achievements of
students, etc.). The teacher of the pedagogical
institution of higher education should take
responsibility for ensuring the transition of
students from reproduction to dialogue,
searching, productive forms and methods of
work, for purposeful, step-by-step actions in the
process of developing the creativity of future
teachers.
In addition, this pedagogical condition provides
for the justification of the technology of selecting
and structuring the content of the creative
development of future teachers in the process of
their professional training, the identification of
the principles of its selection, the selection of the
content lines and levels of structuring.
The group of experts singled out «increasing the
motivation for creative development and self-
development of students» as a pedagogical
condition for developing creativity of future
teachers of rank No. 5. The authors see the
implementation of the pedagogical conditions in
the process of the professional training of future
teachers in taking into account motives, interests,
inclinations, personality qualities (attention,
memory, imagination, activity, initiative,
inquisitiveness, diligence, etc.), the need for self-
realization, self-development, self-regulation. At
the same time, the formation of such qualities as
self-confidence, perseverance, awareness of the
importance of developing one’s own creativity in
the professional activity is important. Fulfillment
of the specified condition is connected with the
achievement of the appropriate level of
development of motivation and readiness for
innovations in the professional activity,
acceptance of one’s own creative possibilities,
incentives for behavior, personal significance
(Tan et al., 2018).
Thus, the implementation of the defined
pedagogical conditions for developing creativity
of future teachers involves the actualization of
the student’s awareness of motivation regarding
the development of their own creativity in the
process of the professional training, the
formation of motivation and readiness for
innovations in the professional activity,
acceptance of their own creative opportunities as
a life value, etc.
Methodology
In the process of research, we used the following
methods:
− theoretical: comparative analysis of
philosophical, psychological and
pedagogical literature, normative
documents, familiarization with domestic
and foreign experience of developing the
creativity of future teachers; theoretical
forecasting;
− empirical: survey, testing, expert evaluation
method, conversation; pedagogical
experiment;
− statistical: Pearson test (χ2), correlation
analysis.
The search for the pedagogical conditions for
developing the creativity of the future specialists
was carried out in several stages with the focus
on mastering by the education students the high
level of creative pedagogical activity, based on
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the principles and factors of developing this
phenomenon.
The first stage of the search for the pedagogical
conditions for developing the creativity of future
teachers required the solution of the following
task: on the basis of the theoretical analysis of the
specified problem and considerable own
experience in teaching activities in higher
education, to determine the system of the
pedagogical conditions to enable the effective
process of developing the investigated
personality quality. As a result, 15 pedagogical
conditions were selected, which, after
clarification and refinement, were submitted to
Table 1.
Тable 1.
Pedagogical conditions for developing future teachers creativity
#
Pedagogical condition
Amount of choices
1
Involving students into designing creative projects during the study of each
discipline of the educational programme for training future teachers
4
2
Active involving members of the scientific problem groups to university and inter-
university research activities
6
3
Creating favorable educational environment focused on the development of
creativity of higher education students
13
4
Differentiation of the research and creative activities of future teachers depending
on their personal aptitude for creativity
7
5
Increasing the motivation for the creative development and self-development of
students
11
6
Providing future teachers with the access to all the available information sources,
including the foreign ones
5
7
Filling the theoretical and practical components of the professional training of
future teachers with the content aimed at the development of their creativity
11
8
Purposeful use of the creative methods, techniques, technologies, innovative forms
of their organization in classes
9
9
Financial support of the creative projects of applicants
4
10
Applying innovative learning technologies in the professional training of future
teachers
17
11
Improving the forms and methods of monitoring the educational achievements of
higher education students in the aspect of taking into account the creativity
component
6
12
Implementing the elements of developing the creativity of future teachers in the
system of distance learning in the conditions of quarantine and martial state
restrictions
9
13
Directing the activity of higher education students towards productive learning,
which is the basis of creativity development
6
14
Purposeful developing the personal creative qualities of education students
13
15
Orientation of the educational process to purposeful developing the creativity of
every higher education student
9
Source: created by the author
The second stage of the selection of the
pedagogical conditions, the implementation of
which in the educational process of a higher
school will enable the development of the
creativity of future teachers, was aimed at
selecting the five most significant ones from the
given list. 11 teachers from different regions of
Ukraine were involved in the expert group.
While selecting the experts, the following
requirements were met: work experience in the
system of training future teachers; satisfactory
state of physical and mental health (absence of
irritability, pessimism, insincerity); confidence
in one’s own judgments, adherence to moral
principles; intellectual productivity; present
sense of social responsibility, etc.
As a result, the experts selected the 5 most
important pedagogical conditions for developing
the creativity of future teachers in the process of
their professional training: purposeful
developing the personal creative qualities of
edication students (P1); creating the favourable
educational environment, focused on the
development of creativity of higher education
students (P2); applying the innovative
teaching/learning technologies in the
professional training of future teachers (P3);
increasing the motivation for the creative
development and self-development of students
(P4); filling the theoretical, practical and
scientific components of the professional training
of future teachers with content aimed at
developing their creativity (Р5).
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It should be noted that among the selected
pedagogical conditions for developing future
teachers’ creativity there are the main (dominant)
ones that should be given primary attention. To
assess the importance of the selected pedagogical
conditions the expert assessment sheet was
designed and the experts ranking was conducted.
Results and Discussion
The results of the expert assessment of the
pedagogical conditions for developing creativity
of future teachers in the process of their
professional training are presented in Table 2.
Таble 2.
Matrix of the results of ranking the pedagogical conditions for developing creativity of future teachers in
the process of their professional training
NO of expert
Р1
Р2
Р3
Р4
Р5
Total
1
3
2
1
5
4
15
2
4
2
1
5
3
15
3
4
1
3
2
5
15
4
3
2
1
5
4
15
5
2
3
1
4
5
15
6
3
1
2
4
5
15
7
1
2
3
5
4
15
8
3
4
1
5
2
15
9
3
5
2
1
4
15
10
4
2
1
5
3
15
11
2
3
1
4
5
15
Total
32
28
17
45
43
165
Rank
3
2
1
5
4
Source: created by the author
Data analysis shows that as a result of the work
of the expert commission, relatively reliable
results were obtained: the difference between the
smallest and largest sums of ranks is 45–17=28.
The ranking matrix will look like this (Table 3):
Table 3.
Маtrix of ranking
Pedagogical
conditions
Еxperts
Sum of
ranking
d
2
d
1
2
3
4
5
6
7
8
9
10
11
1
Р
3
4
4
3
2
3
1
3
3
4
2
32
-1
1
2
Р
2
2
1
2
3
1
2
4
5
2
3
28
-5
25
3
Р
1
1
3
1
1
2
3
1
2
1
1
17
-16
256
4
Р
5
5
2
5
4
4
5
5
1
5
4
45
12
144
5
Р
4
3
5
4
5
5
4
2
4
3
5
43
10
100
Total
15
15
15
15
15
15
15
15
15
15
15
165
0
526
Source: created by the author
where
33−=−=
ij
ij
ij x
n
x
xd
Checking the correctness of composing the
matrix based on calculating the checksum is the
following:
15
2
5)51(
2
)1( =
+
=
+
=
nn
xij
. The
sum of the columns of the matrix and the
checksum are equal, so no errors were made
when compiling the matrix. We will conduct the
analysis of the significance of the studied
pedagogical conditions for developing creativity
of future teachers, for which we will compile the
corresponding table. The location of the
pedagogical conditions by importance is
presented in table 4:
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Таble 4.
The location of pedagogical conditions by their importance
Pedagogical conditions
3
Р
2
Р
1
Р
5
Р
4
Р
Sum of ranking
17
28
32
43
45
Source: created by the author
The consistency of experts’ opinions regarding
the ranking of the studied pedagogical conditions
was determined by calculating the concordance
coefficient proposed by M. Kendell and B. Smith
(Sydorenko & Dmytrenko, 2000). The
coefficient is calculated according to the
following formula:
,
)(
12
32 nnm
S
W−
=
де
,
2
1 1
1 1
= =
= −
−= n
j
m
i
n
j
m
iij
n
x
S
where n –number of experts, m – number of
pedagogical conditions.
In our case S = 526; n = 5; m = 11.
.
434,0
)55(11
52612
32 =
−
=W
hen Т
The coefficient of concordance W = 0,434 means
that the agreement of the opinions of experts has
an average degree, since the continuum of values
of the concordance coefficient is in the range
from 0 to 1: with the complete disagreement of
the opinions of experts W = 0; with the complete
unity of experts’ opinions W = 1. Therefore,
based on the value of the concordance coefficient
W, it can be concluded that the experts’ opinions
are average consistent.
To assess the significance of the concordance
coefficient W, the Pearson consistency criterion
was used, according to which:
Wmn
nmn
S)1(
)1(
12
2−=
+
=
.
In our case
10,19434,0)15(11
2=−=
.
Comparing the calculated
2
with the table
value for the number of degrees of freedom k =
n-1 = 10-1 = 9 at the level of significance α =
0,05, it can be noticed that the received
2
=
19,10, while the table one is 16,92.
In our case
2
>16,92. It means that W = 0,434
is not a random variable, and therefore the
obtained results are logical, reliable and can be
used in the further researching.
Thus, according to the experts, we have the
following results of ranking the pedagogical
conditions for developing creativity of future
teachers, which are presented in Fig. 1:
Fig. 1. Ranking the pedagogical conditions for developing the creativity of future teachers.
Source: created by the author
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/ September 2023
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http:// www.amazoniainvestiga.info ISSN 2322- 6307
Note:
− purposeful developing personal creative
qualities of students (Р1);
− creating the favourable educational
environment, focused on developing the
creativity of students of higher education
(Р2);
− applying innovative teaching/learning
technologies into professional training of
future teachers (Р3);
− increasing the motivation for creative
development and self-development of
students (Р4);
− filling the theoretical, practical and scientific
components of the professional training of
future teachers with the content aimed at
developing their creativity (Р5).
According to the results of ranking, we have a
hierarchy of the pedagogical conditions for
developing the creativity of future teachers
(Table 5).
Таble 5.
Ranks of pedagogical conditions for developing creativity
Rank
Pedagogical condition
1
Applying innovative teaching/learning technologies in the professional training of future
teachers (Р3)
2
Designing favourable educational environment focused on developing creativity of higher
education students (Р2)
3
Purposeful developing personal creative qualities of students (Р1)
4
Filling the theoretical and practical components of the professional training of future teachers
with the content aimed at developing their creativity (Р5)
5
Increasing the motivation for students’ creative development and self-development (Р4)
Source: created by the author
It should be noted that the pedagogical conditions
selected by the experts effectively influence the
process of developing the creativity of future
teachers in the process of their professional
training in the higher education institution.
Conclusions
The effectiveness of the implementation of the
system of purposeful development of the
creativity of future teachers in the process of their
professional training is possible provided that
certain pedagogical conditions are observed,
which will contribute to the organization of
purposeful activities of all the participants of the
educational process of the pedagogical
institutions of higher education, aimed at solving
the specified problem.
Selecting such pedagogical conditions was made
in several stages. At the first stage, the expert
group determined the system of the pedagogical
conditions that would enable the effective
process of developing the studied personality
quality, based on the theoretical analysis of the
defined problem and considerable own
experience of pedagogical activities in higher
education (15 pedagogical conditions were
selected).
At the second stage, the 5 most important
pedagogical conditions for developing creativity
of future teachers in the process of their
professional training were selected: purposeful
developing personal creative qualities of
education students (P1); creating the favourable
educational environment, focused on developing
creativity of students in higher education (P2);
applying innovative learning technologies in the
professional training of future teachers (P3);
increasing the motivation for creative
development and self-development of higher
education students (P4); filling the theoretical,
practical and scientific components of the
professional training of future teachers with the
content aimed at developing their creativity (Р5).
At the third stage, ranking the five most
important conditions took place, and the
consistency of experts’ opinions regarding
ranking the studied pedagogical conditions was
determined by calculating the concordance
coefficient suggested by M. Kendell and B.
Smith.
The fourth stage of selecting the pedagogical
conditions – determining their ranks (application
of innovative teaching/learning technologies in
the professional training of future teachers (P3) –
rank 1, creating the favourable educational
environment focused on developing creativity of
higher education students (P2) – rank 2,
purposeful developing education students’
personal creative qualities (P1) – rank 3, filling
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the theoretical and practical components of the
professional training of future teachers with the
content aimed at developing their creativity (P5)
– rank 4, increasing the motivation for the
creative development and self-development of
education students (P4) – rank 5).
The further insights into the research can be seen
in substantiating the factors for developing
creativity of future teachers, creating and
implementing the system for developing
creativity of future teachers in the educational
process of the pedagogical university, the search
for effective forms, methods and technologies of
the specified process, etc.
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