Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland)
Keywords:
Index of Originality, Index of Uniqueness, Future Teachers, Non-Verbal Creativity, Pedagogical Activity.
Abstract
The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.
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References
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Rovnaňová, L., & Nemcová, L. (2017). Integration of Theoretical and Practical Undergraduate Training in the Processes of Developing Student Teachers’ Professional Competences. The New Educational Review, 47 (1), 176-186. doi: 10.15804/tner.2017.47.1.14
Skulskyi, R. P. (1992). Preparation of future teachers for pedagogical creativity, monograph. Kyiv, Ukraine: Vyshcha shkola.
Smith, Ch., Nerantzi, Ch., & Middleton, A. (2014). Promoting Creativity in Learning and Teaching. UK: University Campus Suffolk, Manchester Metropolitan University, Sheffield Hallam University. http://www.iced2014.se/proceedings/1120_Smith.pdf
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Voronin, A. N. (1994). Methods of psychological diagnostics. Moscow: DOCKniga. https://gigabaza.ru/doc/3470-pall.html
Aristotle (1999). Nicomachean Ethics, translation by W. D. Ross. Kitchener: Batoche Books. https://socialsciences.mcmaster.ca/econ/ugcm/3ll3/aristotle/Ethics.pdf
Aschenbrener, M., Terry, R., & Torres, R. (2010). Creative and Effective Teaching Behaviors of University Instructors as Perceived by Students. Journal of Agricultural Education, 51 (3), 64-75. doi: 10. 5032/jae.2010.03064 64.
Berikkhanova, A. E., Zhussupova, Zh. A., & Berikkhanova, G. Ye. (2015). Developing creative potential of future teachers: research and results. Procedia – Social and Behavioral Sciences, 171, 1142-1146. doi: 10.1016/j.sbspro.2015.01.222.
Budnyk, O. (2014). Professional training of primary school teachers to social and educational activities: Theory and Practice, monograph. Dnipropetrovsk, Ukraine: “Seredniak T.K.”. http://194.44.152.155/elib/local/2289.pdf (in Ukrainian).
Budnyk, O., & Mazur, P. (2017). The Hierarchy of Values Among Young People from Schools in the Mountainous Regions (Comparative study on the example of Poland and Ukraine). The New Educational Review, 47 (1), 53-65. doi: 10.15804/tner.2017.47.1.04
Budnyk, O., Fomin, K., Novoselska, N., & Voitovych, A. (2020). Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7(4), 117-129.
Cremin, T, & Chappell, K. (2021). Creative pedagogies: a systematic review. Research Papers in Education, 36(3), 299-331. https://doi.org/10.1080/02671522.2019.1677757
Davidovitch, N., & Milgram, R. M. (2006). Creative thinking as a predictor of teacher effectiveness in higher education. Creativity Research Journal, 18 (3), 385-390.
de Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22 (3), 148-153. https://doi.org/10.1080/02783190009554022
Dubaseniuk, O. A. (2011). Creative approach to vocational and pedagogical training of future teachers. Creative Pedagogy, 4, 23-28. http://eprints.zu.edu.ua/12838/1/23.pdf (in Ukrainian).
Fischer, B., & Golden, J. (2018). Modelling and Fostering Creativity: Two Post-Secondary EAL Teachers’ Journey. Canadian Journal of Education, 41 (1), 98-123.
Fredagsvik, M. S. (2021). The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with students. Research in Science & Technological Education, 1-17. https://doi.org/10.1080/02635143.2021.1898359
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. https://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61 (1), 569–598. doi: 10.1146/annurev.psych.093008.100416
Henriksen, D., & Mishra, P. (2013). Learning from Creative Teachers. Educational Leadership, 70 (5), http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Learning-from-Creative-Teachers.aspx
Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77–87. https://doi.org/10.1080/0305569032000159750
Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ Perceptions of Creativity in the Classroom. Creativity Research Journal, 30(2), 164-171. https://doi.org/10.1080/10400419.2018.1446503
Krasoń, K., Bonar, J., Garbula, J., Jaszczyszyn, E., Nowak-Łojewska, A., Łączyk, M., Kopaczyńska, I., Olczak, A., Różańska, A., & Tyl, A. (2015). Dimorphic Outlook on Children’s Creative Attitudes on the Verge of Education Application of Creative and Re-constructive Attitudes Rating Scale (SPTO). The New Educational Review, 42 (4), 285-297. doi: 10.15804/tner.2015.42.4.24
Maslow, A. (2006). Motivation and Personality, 3rd ed., Moscow-St. Petersburg, Russia: Piter.
Pavlović, Je., & Maksić, S. (2019). Implicit Theories of Creativity in Higher Education: A Constructivist Study. Journal of Constructivist Psychology, 32(3), 254-273. https://doi.org/10.1080/10720537.2018.1477639
Romenets, V. A. (2004). Psychology of creativity: a manual, 3rd ed. Kyiv, Ukraine: Lybid. https://chtyvo.org.ua/authors/Romenets_Volodymyr/Psykholohiia_tvorchosti/ (in Ukrainian).
Rovnaňová, L., & Nemcová, L. (2017). Integration of Theoretical and Practical Undergraduate Training in the Processes of Developing Student Teachers’ Professional Competences. The New Educational Review, 47 (1), 176-186. doi: 10.15804/tner.2017.47.1.14
Skulskyi, R. P. (1992). Preparation of future teachers for pedagogical creativity, monograph. Kyiv, Ukraine: Vyshcha shkola.
Smith, Ch., Nerantzi, Ch., & Middleton, A. (2014). Promoting Creativity in Learning and Teaching. UK: University Campus Suffolk, Manchester Metropolitan University, Sheffield Hallam University. http://www.iced2014.se/proceedings/1120_Smith.pdf
Taddei, L. (2013). Encouraging Creativity and Innovation in Yourself and Your Students. Faculty focus. https://www.facultyfocus.com/articles/faculty-development/encouraging-creativity-and-innovation-in-yourself-and-your-students/
Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Lexington, Mass.: Personnel Press. https://www.worldcat.org/title/torrance-tests-of-creative-thinking/oclc/504033487?referer=di&ht=edition
Vasianovych, H., & Budnyk, O. (2017). The Category of freedom in the written heritage of John Amos Comenius and Hryhoriy Skovoroda. Advanced Education, 7, 85-89. doi: 10.20535/2410-8286.93517.
Voronin, A. N. (1994). Methods of psychological diagnostics. Moscow: DOCKniga. https://gigabaza.ru/doc/3470-pall.html
Published
2021-09-29
How to Cite
Budnyk, O., Mazur, P., Matsuk, L., Berezovska, L., & Vovk, O. (2021). Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland). Amazonia Investiga, 10(44), 9-17. https://doi.org/10.34069/AI/2021.44.08.1
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