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THE CREATIVE POTENTIAL OF A PEDAGOGUE AS A MEANS OF LIFELONG PROFESSIONAL DEVELOPMENT
S. V. Radkova
Modern society does not require a pedagogy that goes beyond the needs of society and meeting its requirements too late, but an anticipatory pedagogy as a system of intellectual and psychological development, forming the stable individual components of a creative thinking style. The key figure in the educational process aimed at forming in children and adolescents the qualities of creative people is the teacher.
Interest in the problems of creatively gifted children and adults remains and is even increasing these days: in psychological literature there are about three hundred theories and creativity tests [8]. Creativity is valuable and popular in society, and this trend will continue in the future. Creativity is considered as characteristic of the creative potential of individuals, both as an internal feature of the human mind [7], as well as a special type of intellectual ability, creative style of activity, as a result of the creative achievements of the individual (J. Guilford, E. Ogletree, F. Yulak, E . E .P. Torrens, J. Foster and others). M.S. Bernstein, J. A. Ponomarev, and K. R. Rogers define creativity as a property or a system of complex traits [1]. D.B. Bogoyavlenskaya and O. K. Tikhomirov consider creativity as a feature of the intellect or the highest level of intellectual activity of thinking. There is no doubt that students need to develop creativity in the educational process. One of the conditions of development is the quality of the teacher. Russian psychologists M. M. Kashapova and Y. A. Adusheva have raised the question about the existence of a special integrated component of professionally important qualities of a teacher who helps in the development of creativity of pupils. This comprehensive teacher’s ability to appreciate, comprehend and understand the creative student, the ability to notice it and provide the necessary psycho-pedagogical support is called abnotive-ness. The structure of abnotiveness is identified by the following components: reflexivity, empathy, social intelligence, relevant creative, motivational and cognitive components. The issue of abnotiveness of teachers is relevant and hasn’t been researched in detail. M. M. Kashapova and Y. A. Adusheva in their work confirmed the hypothesis that the teachers of humanities have more opportunities to develop their own creativity, as well as use unconventional teaching methods in the classroom. This does not mean that among teachers there are no creative people. The fact that the humanities have no clear canons, the greater the possibility of interpretation, whereas in the exact sciences there are clear rules, formulas and laws
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to follow. In view of the relevance and importance of the issue of creativity, students need to work on the development of abnotiveness with teachers [3]. Thus, the creative person can build and develop only a creative person, giving the student the freedom of creative space in the development of the external world, creating favorable background for creativity, creative values and natural self-development.
Teaching is a psychologically complex profession of the "higher type” (predominance of creativity and the need for continuous self-development), characterized by the presence of specific traits, emotional and intellectual inputs, and personal contributions of the subject of activity into its object. On the other hand, the profession is characterized by uncontrolled power over others [5]. The professional activity of teachers comprises a group of tasks full of stress factors and challenges [4]. One problem is the risk and consolidation in the teaching process of personal and professional deformations, adversely affecting both the activity itself and the whole life of teachers. The personal and professional deformation refers to new formations that arise in the three spaces of personal and professional life of teachers - individual, work, relationships. The essence of the new formation is in violation of the dynamic balance between each of these areas [5]. The prevalence of occupational deformation in the teaching environment is put at 56%; the tendency to pedagogical deformation was detected at 32%; no signs of deformation of the person were recorded at 12% [2]. A specialist deformed by activity has the following features: overconfidence, pedantry, aggressiveness (especially verbal), authoritarianism, contempt for other occupational groups, protective rude humor, rigidity of thinking, formalism, adherence to traditions and norms (sometimes distorting his vision), inadequate self-esteem, etc. Most authors dealing with the problem of professional deformation have formulated the approaches in terms of "prevention” and "overcoming” of professional deformation. N. B. Moskvina focuses on the fact that they do not fully take into account the fact that the deformation is generally not reflected by them. Deformation changes are perceived by the teacher as inalienable positive experience. In appeals to overcome the deformation teachers perceive encroachment on their experience, a part of themselves. This causes resistance, triggers psychological defenses, making the task of overcoming intractable. Science and practice are facing the task of justification of such pedagogical conditions and ways to minimize the risk of deformation, which would not cause resistance. The crucial requirement may be feasible in the case of a shift in focus from ideology to overcome the deformation on the ideology of the transformation of negative possibilities contained in the deformation of risk, into positive opportunities.
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That is, transform the risk of personal and professional strains of teachers in the resource of their development with the help of pedagogical tools. The relative stability of the transformation of risk of personal and professional deformation in the resource development of teachers in postgraduate education is provided by the prolonged nature of the process of training, implying, of course, preparation at the start of the transformation, and postgraduate support of teachers in realities of an educational institution as fixing the beginning of transformation [6]. From our point of view, creativity training for teachers can play a preventive and transformative role in addressing professional deformation. The system of qualification improvement of teachers can be a means of personal development, going beyond translation of knowledge on subjects, that is, will not only work with professional competence, but also with other professional components arising from of the structure of an individual teacher. One such component is the creative direction of the individual teacher. It is obvious that the old forms of education for teacher training affect exclusively the cognitive structure of personality of the teacher, with similar unilateral affect on schools and higher education, creating conditions of professional deformation. The assimilation of values and sense of life that are necessary for the prevention of professional stagnation demand for new forms and ways of learning when possible through acquisition of experience. And just such a form and a psychological training.
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3. Кашапов, М. М., Адушева Ю. А. Абнотивность как качество педагога, значимое для работы с одаренными учащимися разного возраста / М.М Кашапов, Ю. А. Адушева // Одаренный ребенок, №6 - 2004. С. 48-50.
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6. Москвина, Н. Б. Педагогическое обеспечение трансформации риска личностно-профессиональных деформаций учителя в ресурс развития: монография. Хабаровск: изд-во ХГПУ, 2005.
7. Савенков, А. И. Одаренные дети в детском саду и школе. М.: Изд. центр «Академия», 2000.
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