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FORMATION OF THE CULTURE
OF CREATIVE THINKING
IN FUTURE TEACHERS
IN THE SYSTEM OF LIFELONG LEARNING
G.N. Ibragimova
The fundamental changes in the life of society, and formation of a new sociocultural, moral world outlook has set the task of educating a many-sided creative personality before educational institutions. The diversity of natural conditions and world outlooks complicates application of the sociocultural model in the educational process. When choosing a particular educational paradigm one should use the possibilities of the sociocultural model. This problem is more complicated in the conditions of multicultural Uzbekistan. Being a creative, constructive personality capable of revealing one’s possibilities, a specialist carrying out his activities in the conditions of a multicultural society must be aware of all the values available in the life of a multicultural society.
The goal of an open educational system is to create conditions for the students to become aware of the essence of the training process. This process involves self-development, and fulfillment of the creative abilities of a future teacher. On this basis, conditions are created for the future teacher to determine his status and fulfill his abilities. Future teachers must assimilate not only ready knowledge and skills of professional activities, but also the capacity for searching for, creating, and choosing their variants. Teachers of higher educational institutions become the subjects coordinating the students’ creative activities, consulting, and contributing to their learning of creative activities. It is impossible to achieve the required efficiency using traditional pedagogical methods.
In the process of formation of the experience of creative activities in future teachers, the training information undergoes serious changes in terms of content. The content of the subject must be based on the principle of creation of favorable conditions for the development of creativity in students rather than rely on the subject-specific principle. It is necessary to change the applied pedagogical technologies. In the process of his prospective pedagogical activities, the teacher must strive to achieve all-round development of learners and have the experience of creative pedagogical activities. Preparation of future teachers for creative activities also presupposes the change of the object of the pedagogical impact. Subject-subject relations acquire special relevance in the open educational system. Today society feels a special need for teachers capable of intensive creative activities, fast understanding of innovation, and manifestation of a creative attitude.
One of the circumstances complicating the solution of these pedagogical tasks is the fact that a lot of students enter higher educational institutions having already acquired certain professional skills in the process of studies in a vocational college. They are prone to an independent search for the information of interest. However, they have insufficiently formed skills of selecting this information in terms of its value and essence; they perceive reality differently by means of different information media. Students strive to adapt to social life copying representatives of different cultures.
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Today the forms, methods and means of pedagogical communication have changed drastically. In the process, personality-oriented teaching conditions are created for the learners to show their originality. The long-term observations and analysis of literature provide grounds to assert that in the course of the personality-oriented innovative educational process the teacher must have the following skills in order to achieve the set goals: (a) skills of creating pedagogical situations for the learners to reveal themselves as the subject of activities; (b) skills of designing and applying didactic situations enabling the students to see the consecutive connection and logic in its content on the basis of the available knowledge on the subject; (c) experience of a respectful attitude to different cultures and interests of the learners, and tolerance; (d) skills of making a scientifically reasoned choice and effective application of the forms, methods and means of development of the scientific, moral and cultural world outlook of the learners in the activities. Systemic assimilation of these skills requires consistent development of creative activities of future teachers.
References
1. Бондаревская Е. В. Ценностные основания личностно-ориентированного воспитания // Педагогика. - 2007. - № 8.
2. Сериков В. В. Природа педагогической деятельности и особенности профессионального образования педагога // Педагогика. - 2010. - № 5.
3. Хуторской А. В. Личностная ориентация образования как педагогическая инновация // Школьные технологии. - 2006. - № 1.
Translated from Russian by Znanije Central Translations Bureau
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