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5CREATIVELY-DEVELOPING EDUCATIONAL SPACE AS A CONDITION OF FORMING AND DEVELOPING OF CREATIVE COMPETENCE
OF A FUTURE TEACHER
Abstract
The article examines the phenomenon of «Creatively developing educational space, tendencies of development creatively developing educational space of pedagogical Institute in modern conditions of continuous pedagogical education of future teachers. The factors that affect the productive integration of TROP and the process of teacher education; the higher education technology vocational training creative for creativity in teaching.
Keywords
creative competence, the optimal model of professional creative self-development, system of continuous pedagogical professionalization
AUTHOR
Alexander Viktorovich Tutolmin
Grand PhD in Education, Professor, Glazov State Pedagogical Institute named after V.G. Korolenko. 25, Pervomayskaya Str., Glazov, Udmurt Republic, 427621, Russia.
E-mail: lindt-tutolmin@yandex.ru
Introduction
In the pedagogical science to refer to external factors of socialization and professionalization are increasingly beginning to use spatial and temporal categories: the "United world (European) educational space, information space, virtual space", etc.
We offer scientific justification of the phenomenon of "Creatively developing educational space", based on the study of trends in the development creatively developing educational space of pedagogical universities in modern conditions of continuous pedagogical education of future teachers. Historical background of the problem elaboration of pedagogical professionalization and long-term experience in the sphere of higher professional pedagogical education has allowed us to experimentally verify and justify the factors that affect the productive integration of TROP and the process of pedagogical education; presents the author's technology of professional training of future teachers to be creative in teaching.
Literature Review
In the philosophical literature, "space" is defined as a form of existence of matter. Space (and Time) is inseparable from matter. According to the teachings of dialectical materialism, space really exists outside and independently of our consciousness. Our idea of space is a reflection of objective space.
The socio-historical reality of the existence of a people includes the phenomena of teaching, education, development and self-development, which can be defined as pedagogical reality. Understanding of pedagogical reality as an integral component of
modern life, i.e., it is difficult organized, ordered whole consisting of activities, development and self-development as individuals and social communities, it is justified and consistent with the General scientific approach to the study of pedagogical phenomena and processes.
According to the methodology and theory of educational systems and spaces, educational space is part of a form of existence, of the functioning of educational reality, which is predictable. Ordered, organized and recognized by the pupil as favorable a set of conditions for personal self-development. You can bring up "environment", "taking into account the influence of the environment", however, the environment is represented by a set of spontaneously affecting human factors. Therefore, in contrast to the environment - and it's still a reality in the totality of the natural, economic, political, demographic, national and cultural factors and educational space necessary to create, test, develop, predict, skillfully organize, adjust, and implement pedagogical management (governance) and monitoring of progress, results and prospects of the educational process (Sokolnikov, 2000).
A distinctive feature of the space-time factor is subjective from environmental contact, communion to objectively existing creative origin of Nature, of spirit, of Humanity. The creation of Man - it is the cultural heritage that has been built for centuries and periods in certain conditions, i.e. the circumstances, which provided the rise of the "spiritual States and spiritual abilities of man" and, thereby, caused their creativity.
Educational space is defined as a system that includes space development, education and training, the center of which - the identity of the child, i.e. educational space - a dynamic unity of subjecting the educational process and their relationships.
The concept of "educational space" has a profoundly human dimension, allows to specify qualitative communication of the student's personality and educational institutions, the mechanisms of interiorization and exteriorization, development and achievement of the learner in the educational process. Elements of educational process are: civil society, state, regions, pedagogical collectives of the schools, students.
The boundaries of the educational space delineate the field of cooperation of the student from learning in the family, learning in school, the early professionalization in institutions of further education - self-education, professional competence and creative self-development.
The most important functions of educational space, the researchers consider - the needs of the learner in the education, upbringing and self-realization (Andreev, 2000).
Self-realization, as a rule, is accompanied by the creativity of the individual, the characteristics of which is introduced defining the term is a subjective mental space (reflection as a form of organization of individual experience of the individual). Consisting of cognitive structures and knowledge base of the subject of his mental space may vary depending on individual differences of the subject. Subjective mental space - a kind of "field" of intelligence, which determines the intellectual capacity of the subject and creativity as a form of its manifestation.
Materials and Methods
Tillers of intellectual gifts of a person can grow depending not only on a given «environment», but also on a predicted, ordered, organized totality of favourable conditions that create an atmosphere of collaboration and creativity. This part of pedagogic activity can be given a name - «creatively developing educational space» (TROP), or «TROPoshere». This abbreviated term contains a new meaning that differs from its traditional definition that is «integrated interactive unity of inspirited search for the unknown, intellectual paradox, realized feeling of a discovery». Unlike «Noosphere» by
V.I. Vernardsky, in other words, sphere of Mind or Universal Mind, TROPosphere is a layer of innovative Noospheric education that provides for favourable conditions for collaboration, multidimensional self-realization, and creative self-development of teachers and students. However, this very layer feeds all participants of innovative educational process with spirits of creativity and valour of discoveries (Vernadsky, 2012).
In Latin «trop» is a word or a phrase in an allegorical meaning. In this context of creative pedagogy abbreviative term «TROP» can be explained not only according to the first letters of basic characteristics of the projected professionalization space of a future teacher, but the term TROP also underlines the priority of a paradox, allegoric statement. A deep sense of such conclusions requires a persistent penetration into the essence of phenomenons, in other words, creative searches of a person who possesses a refreshing quality of integral thinking.
Educational space absorbs social, upbringing, and also internal and external environment of each educational process subject. It is mainly defined by enriching educational-training process with the spirit of learning «co-operation and co-creation». In other words, educational space is human-filled shell of various educational systems. Only under such shell an atmosphere of free search for knowledge and means of activity can exist. Mechanisms of intellectual development - motivational setting and creative activity of a learning person are activated during the process of business collaboration.
Modern pedagogy studies educational space as an important factor that provides for social progress and self-realization of a person. However, in order to solve strategic problem of creative development and self-development, one has to create corresponding, creatively-developing educational space (similar to how a person lives within a single space of a country and, at the same time, within a space of a town or village that feed a city - megapolis and the country with the trained talented people). In order to establish TROP of an educational institution or certain educational system, it is necessary to transform environmental factors of social-psychological direction into spiritually-enriched atmosphere of trust and creativity via realizing innovative ideas of collaboration pedagogy. At the same time, TROP fills subject of educational process with energy of intellectual activity and initiative that define an intense broadening of general outlook, creative way of thinking, and innovative behavior (Derkach, 2004).
TROP should be studied as an atmosphere of collaboration that is created by pedagogically-organized system that directs personality of a student towards its creative self-development.
Educational space of a system of continuous pedagogic education that has a defined material and technical infrastructure and provides for solving problems of a specialist's professional training, includes social-cultural space that provides for humanistic direction and person-oriented approach towards forming of professional competence of a future teacher. In its turn, TROPosphere, as a sub-space of social-cultural area, establishes the possibility of self-definition and selection of «individual educational route» according to typological aptitude towards different types of creativity and pedagogic activity.
Building TROP is impossible without updating the content of educational programs, educational-methodical support of development of professional-creative competence in the process of teacher education and restructuring with a focus on innovative learning, all members of the creative professionalization: the heads of educational institutions of system of pedagogical education, pedagogical collectives (sections, of the subject and cyclic commissions, departments), individual teachers and finally students.
Decisive role in the formation of TROP plays the highest governing body of the educational institution (e.g. teacher training institutions academic Board). Whether the pedagogical Council of the school, pedagogical College, faculty Council of the University in teacher education they are integrated and, to a certain extent, Autonomous perform a
coordinating function in building a unified educational space, orienting the falling of the pedagogical professionalization as students, and training on creative self-development and self-improvement.
In our experience, the scientific Council of the faculty of pedagogy and methodology of primary education by supporting innovative idea problematic groups under the guidance of the author of this work, coordinated efforts of all teaching staff and faculty members, motivating them to create the Troposphere through the development of language and methods, specific features of creative pedagogy and psychology of creativity; through the creation of conditions for integration studied by students and teachers, scientific disciplines, cultural base, special psychological-pedagogical and methodical disciplines of professional education.
Results
The conceptual apparatus "creatice" (creative pedagogics and psychology), methodology, techniques and specific features of innovative teacher education becomes an effective mechanism to build TROP.
The result is a scientifically based organization of professional training of teaching staff in education, formed and developed the "creative field" TROP that create conditions for manifestation and development of creative potential of future teachers and competence (Bogoyavlenskaya, 2002).
Competence approach to professional training of future teachers, provide teaching staff of the departments (at the University) is to create and use the purpose of teaching it creatively developing educational space.
Thus, the specific objectives of this work are: the design and construction of the system is varied, including creative activities, allowing students and educators to actively enter the world of creative work of the teacher, "live" samples of pedagogical creativity, ensuring the development of abilities to self-actualization, understanding of their creative potential; design creative atmosphere, mood for the implementation of the educational-creative activity of students with the goal of expanding the opportunities for creative growth and self-improvement in professional and working life; use of resources and possibilities of specialization and optional courses the student-teacher; the use of information and media resources.
Basic factors that influence productive integration of TROP and the process of pedagogic education are: increase in significance of pedagogy, innovative education, spiritual and moral values, directed towards forming a creative person; broadening of creative component of pedagogic education with a necessity to define principles and methods of heuristic and logical activity; significant transformation of the system of interaction between subjects of pedagogic professionalization from «teaching-learning» to collaboration within training-creative activity and increase in part of independent activity and transiting from study-research to scientific research activity of students.
One of important directions of the refreshed professionalization system can be usage of potential TROPosphere abilities through enriching the process of pedagogic professionalization of future teachers with atmosphere of collaboration. As a result, spiritual mood, integration of spiritual conditions that transforms into activity with realization of spiritual needs such as creative activity, efficiency of thinking and acting arise.
Motivation that integrates intrapersonal mechanisms of psychological space of a student-pedagogue also encourages him to act creatively. We can outline the following stimulus of activating professional development of a person within educational system: psychological influence of social-cultural space, need to know creative pedagogy and
psychology, standard of creative pedagogic activity and personal self-realization, favourable environment. A skillful usage of the listed conditions can not only provide for a relatively high level of professional creative competence development, but also create favourable conditions for creativelyenriched process of the whole pedagogic professionalization of a future teacher.
Discussions
In accordance with the General scientific system approach to the study of problems in the field of vocational education, we have identified a set of conditions of effective formation and development of creative competence of a future teacher. The most common organizational-pedagogical conditions of formation and development of creative competence of future teachers are: to provide a systematic approach to the pedagogical education of future teachers; science-based organization, administration and management of the pedagogical process of professionalization in the process of pedagogical education; the creation of a single creatively developing educational space at all levels of teacher education, developing a creative atmosphere at each training session; implementation of principles of continuity, continuity and system integrity in the organization of pedagogical process of professionalization (Derkach, 2004).
The positive experience of creative activity of local educators-researchers is based on the "pedagogy of cooperation" The essence of efficiency of pedagogical technology cooperation is to create an atmosphere of partnership, co-creativity of the teacher and the student. The external factors - educational space - is becoming no less important than the innovative technologies of training and education, condition versatile, free and creative development of the student.
The inner psychological space of the person is integrated into the educational environment, rich atmosphere full of enthusiasm with the knowledge thus ensuring the development of a "Noosphere" thinking and creative behavior in different types of activities. Pairing resonance in the personal spaces of the teacher and pupils, with all the complexity of their operation, makes a holistic educational space and provides the possibility of entering the educational process beyond individual academic disciplines. In this substantive, conceptual, methodological extension is not formally on the level of methods, techniques, schedules, and perceived personal and rated by each participant of the educational process - the teacher and students.
The transformation of the environmental factors: educational, educational, educational, informational, energetic environment of institutions of primary, secondary and higher vocational education in uniform creatively developing space contributes to the streamlining of curricula, professional development and creative self-development relevant stages of pedagogical professionalization: introductory, systematic, scientific research (by analogy with the ideas of the scientific approach, S. I. Gessen).
The main psychological mechanism of transformation of the environmental factors, internal, "personal and interpersonal spaces", with the properties of the mutual interconversion is: a) the students-teachers of the accumulated scientific and empirical teaching experience; b) in conversion, enrichment and development of its existing teaching practices (Hessen, 1995).
The strategy of interiorization, exteriorization, problematization and reflection implemented through a reinterpretation of the future teacher samples of creative activities of teachers, culture teaching and creative work of individual students. Own pedagogical heuristics of a student-teacher, passed "obkatku" in the process of professional learning that go beyond purely academic professionalization and find
application in research activities, teaching practice at school, in extracurricular public interest, and finally leisure activities.
The main directions of formation of the Troposphere in the process of continuous pedagogical education, in addition to educationally organized training and education, and must become psycho-pedagogical support of creative self-development of future teachers, which is necessary to create a humanistic atmosphere of "cooperation and co-creativity" based on student-centered and competence-based approach (Andreev, 2000).
Building TROP is impossible without updating the content of educational programs, educational-methodical support of development of professional-creative competence in the process of teacher education and restructuring with a focus on innovative learning, all members of the creative professionalization: the heads of educational institutions of system of pedagogical education, pedagogical collectives (sections, of the subject and cyclic commissions, departments), individual teachers and finally students.
Decisive role in the formation of TROP plays the highest governing body of the educational institution (e.g. teacher training institutions academic Board). Whether the pedagogical Council of the school, pedagogical College, faculty Council of the University in teacher education they are integrated and, to a certain extent, Autonomous perform a coordinating function in building a unified educational space, orienting the falling of the pedagogical professionalization as students, and training on creative self-development and self-improvement
In our experience, the scientific Council of the faculty of pedagogy and methodology of primary education by supporting innovative idea problematic groups under the guidance of the author of this work, coordinated efforts of all teaching staff and faculty members, motivating them to create the Troposphere through the development of language and methods, specific features of creative pedagogy and psychology of creativity; through the creation of conditions for integration studied by students and teachers, scientific disciplines, cultural base, special psychological-pedagogical and methodical disciplines of professional education. In our experience, the scientific Council of the faculty of pedagogy and methodology of primary education by supporting innovative idea problematic groups under the guidance of the author of this work, coordinated efforts of all teaching staff and faculty members, motivating them to create the Troposphere through the development of language and methods, specific features of creative pedagogy and psychology of creativity; through the creation of conditions for integration studied by students and teachers, scientific disciplines, cultural base, special psychological-pedagogical and methodical disciplines of professional education.
Private, methodical and technological conditions that influence the formation and development of creative competence of future teachers of music are: provision of competence approach in pedagogical education of future teachers; the implementation of the principles of flexibility, mobility and optimality methodological and technological support of development of creative competence of future teachers; mastering the future teacher's culture of pedagogical work, the innovative technologies of education, upbringing and creative development of schoolchildren; entry into the creative laboratory of teachers through the transformation of the educational and educational-research activities of students-teachers in research activities; intensification of research cooperation of the student and of the teacher-scholar.
Specific, personality-developing conditions of efficiency of formation of creative competence are: providing personal and developmental approach to teacher education of future teachers; enrichment of pedagogical professionalism of future teachers knowledge in the field of creative pedagogy and psychology: on creative pedagogical activity, substantive, methodological, communicative creativity of the teachers; ensuring the integration of psychological and pedagogical skills of future teachers in vocational and
creative skills; the development of the structure of the creative readiness of the future teacher's personality to the teaching work through optimizing intellectual and spiritual, social and individual, normative and creative development.
Conclusion
The conditions can and should be implemented in unity and a certain hierarchy. Each of the conditions of development of creative competence of future teachers is quite independently by virtue of its specificity and purpose. Developing your creative potential they reveal most fully only in the aggregate.
Monitoring of the dynamics of development of creative competence of future teachers was carried out in the framework of a specific training course (pedagogy, psychology, private methods), from course to course (introductory, systematic, research), taking into account the effectiveness of innovative educational technologies and the set of pedagogical conditions. The evaluation was subject to the increment in the cognitive (CE - creative erudition), activity (TU - creative skill), motivational (TG - creative readiness) components of development of creative competence.
The procedure of finding indices of components and the total score of the indicator of development of creative competence was consistent calculation of generalized values for the development of the components of the desired quality in each subject, group of subjects at each stage of pedagogical education, and all experimental sample as a whole.
Comparative analysis of overall mean scores on the final stage to the previous stages showed a positive dynamics of development of creative competence of the future teachers (Tutolmin, 2010).
Recommendations
We have developed the concept of formation and development of creative competence of future teachers is based on a systematic understanding of pedagogical reality. It is proved that the development of creative competence of future teachers depends on specially organized creatively developing educational space of the region (school-College-College-University), which takes into account the real educational opportunities, individual interests and abilities of students. This space features a creative atmosphere of cooperation and co-creation. In accordance with the vocational and typological affiliation of each student, the student is given the opportunity for self-selection of individual educational route of differentiated tasks for creative self-development.
Implementation we have developed the concept of formation and development of creative competence of future teachers in teacher education provides a new, evidence-based improving the quality of teacher education.
REFERENCES
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Bogoyavlenskaya, D. B. (2002). Psychology of creativity. Moscow, NY: Academy.
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FEATURES OF PR IN INTERNET NETWORK
Abstract
Relevance of the researched problem is caused by the fact that PR on the Internet is the communicative activities on the Internet directed to forming and maintenance of mutual understanding and a cooperation between the subject of PR (Internet representative office, Online project, the separate website) and the network public; and also on ensuring stable bilateral communication and receipt of feedback from target groups of the subject of PR. The purpose of article consists in studying of the theory which will help to come to understanding of correctness of own actions and universal laws of marketing and PR. The leading approach to a research of this problem applies the system approach allowing to consider set of methods and PR technologies on the Internet, the purposes and functions of all elements as components of single system of PR-communications. Article is result of a research of ours, PR on the Internet gains huge popularity every year, and is huge promotion in business as many entrepreneurs first of all begin to advance the company and to acquaint consumers with goods on the Internet. Materials, this article first of all can be useful to the beginning businessmen who develop the business from scratch, and also for people who has wide experience in the sphere of Internet PR.
Keywords
Internet, PR-Internet, PR campaign, "Media relations", "Group relations", online advertizing, professional PR, Electronic PR
AUTHORS
Christina Vasilyevna Vlasova
Student, Faculty of Management, Kuban State Agricultural University. 13, Kalinina Str., Krasnodar, 350004, Russia. E-mail: vlasova201.vlasowa@yandex.ru
Diana Vyacheslavovna Dzhavadyan
Student, Faculty of Management, Kuban State Agrarian University. 13, Kalinina Str., Krasnodar,
350004, Russia. E-mail: diana_dzhavadyan@mail.ru
Olga Nikolaevna Kobtseva
PhD, Associate Professor of the Public and Municipal Authority, Kuban State Agricultural University. 13, Kalinina Str., Krasnodar, 350004, Russia.
