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SHAPING
CREATIVE COMPETENCE OF A FUTURE TEACHER
I. V. Morkhova
This article considers the issues of modernizing the education system in the Republic of Uzbekistan, and reveals the competence approach to shaping creative competencies and the essence of pedagogical activity as a creative one. The article considers the stages of shaping a teacher's creative competence.
Key words: creative competence, competence-oriented approach, competencies, creative competence actualization, the essence of creative competence, innovativeness, mobility.
In the context of education system modernization in the Republic of Uzbekistan, mobile and highly qualified human capital becomes the principal resource. Development of one’s ability to act and to be successful, to shape professional universalism and to strive for it, must become important goals of education in the Republic. The model in demand under the contemporary socioeconomic conditions is not that of strictly professional training of higher educational institution graduates oriented only to specific facilities and labor objects, but a model of training an integral type graduate. In the new model, the goals, content and results of graduates training are shaped as a comprehensive and integrated whole with regard for changes in professional activities; they are not aimed strictly at the professional sphere of their application. Such a model not only includes the professional expertise of a graduate determined by a system of expertise, knowledge and skills, but also by the basic personal qualities and systematically shaped universal skills and abilities that are defined in contemporary international practice as key competencies1.
The competency-building approach is in effect a systematic approach. i.e., the totality of all the characteristics (competencies) of a graduate is viewed as an integrated whole, whereupon this whole has a different quality than the qualities of the simple sum of all the characteristics (a "supersummary effect" takes place)2. Whereupon, as mentioned above, competencies were originally conceived as some requirements imposed by the employer and the society on graduates, i.e. the requirements of conformity of a graduate's abilities and potential for the labor market requirements and the graduate's own personality?
What must higher educational institution teaching staff do in order to shape such quality characteristics of en employee as mobility, creativity, the ability to generate new ideas, the ability to show initiative, to forecast, to act efficiently and to solve professional problems in highly imponderable situations? The issue as to what the model of a contemporary higher educational institution faculty member
1 Азизходжаева Н.Н. Формирование профессиональных компетенций будущих специалистов. Образование через всю жизнь: непрерывное образование в интересах устойчивого развития. Вып. 12, ч. 1. СПб., 2014.
2 Зимняя И.А. Компетентностный подход. Каково его место в системе подходов к проблемам образования? // Высшее образование сегодня, 2006. № 8. С. 20-26.
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must be is a subject of fierce discussions in research and educational milieu. Thanks to the effort of researchers working in different branches of scientific knowledge, it’s possible to determine the totality of qualities, abilities, expertise and skills that are necessary for successful implementation of all the function of pedagogical activity; to substantiate the structure of a higher educational institution, the faculty member's professional standards and the level of their formation; to categorize faculty members by various criteria and to develop hierarchic models of their abilities; we have presented a number of job descriptions of higher educational institution faculty members.
Educational activity is essentially creative, and it always required creative workers. Creativity was viewed by researchers as an important component of pedagogical teachers at all times. However, in the context of dynamic changes of the environment, the actualization of creative competence took place. It is viewed now as a strategic component in the structure of a teacher's professional competence. Both the methodological and the theoretical foundations of pedagogical creativity are studied by the contemporary pedagogical science in a comprehensive way and on a wide enough scale. Nevertheless, the matters of a future teacher's creative competence need further study, especially in respect of combining theory and practice, developing the methodology and technique of creating a socio-cultural space where pedagogical creativity of a contemporary teacher develops.
The purpose of this report is to actualize creative competence in the system of requirements that are imposed today on the future teacher, and analysis of practical experience in the realization of faculty members' creative potential at the Nizami Tashkent State Teachers' Training University (Tashkent). The reduction of creative competence resides in a multifaceted combination of future processes and characteristic external manifestations of a creative individual. The approaches to solving the problem of determining the structure of a creative person are formulated in two diametrically opposed trends: the monofactor theory that recognizes the existence of certain creative abilities and the multifactor one that views a creative personality as such that is characterized by a totality of specific qualities whose composition determines the unique individuality of a person and the highest grade of his or her creative achievements.
Creative qualities have a double nature: on the one hand, they are innate; on the other one, they are determined by conditions of development. On the basis of the results of a number of studies, one can elicit generalized versions of the future teacher's creative competence. Among them are: (a) a high level of social and moral consciousness; (b) a problem searching style of thinking; (c) well-developed intellectual and logic abilities; (d) specific qualities of a person (bravery, preparedness for risk; purposefulness, curiosity, independence, resourcefulness, enthusiasm); (e) specific motifs (the need for self-realization, the desire to be recognized), creative interest, absorption in the creative process, striving for achievement of maximum efficiency under specific labor conditions (f) communicative abilities, etc.
In view of the fact that competence characterizes the functional side of the teacher's profession, we should outline the content of a future teacher's future competence displayed in the process of functional task implementation: (a) the
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rationalization and modernization of content, forms, methods and facilities of the educational and upbringing process with the goal of developing students' creative potential; (b) comprehensive and variative utilization of all the totality of theoretical knowledge and practical skills in professional activities; (c) the ability to see a new problem in an outwardly familiar situation, finding variative ways of solving it;
(d) using evidence-based choice of actions in a specific pedagogical situation
(e) carrying out systematic self-analysis of professional activities, research work aimed at creative consolidation of one's own experience and the experience of one's colleagues; (f) practical implementation of the principles of cooperative pedagogy, etc.
Thus, the creative competence of a future teacher is an integrated professional and personal characteristic that includes, first and foremost, such quality characteristics of a worker as innovativeness, mobility and creativity. A creative faculty member possesses personal and social mobility, knowledge mobility, and the propensity for unconventional thinking and innovations. Only creative faculty members are able to carry out innovative teaching, to choose the most efficient technologies, to competently support the creative development of their educatees. Today those abilities are viewed not only as an achievement of individual teachers but as requirements imposed on all future teachers.
References
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3. Аминов Н. А. Задатки, способности и одарённость учителя / Н.А. Аминов // Мир психологии. 1997. - № 2.
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Translated from Russian by Znanije Central Translastions Bureas
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