Creative competence of the teacher of an elementary school as pedagogiyocheskaja a problem

Pprovedyonnyj us the analysis of the documents regulating dejatelyonost of educational institutions, has shown, now kompetentnostnyj the approach is the basic reference point for creation kacheyostvennoj education systems in Russia and abroad.

For last two decades the idea of competence as integrated professional characteristic of the modern person which is formed within the limits of an education system, became one of the basic themes of pedagogical discussions and researches. In a domestic and foreign science are discussed and receive development theoretical bases kompetentnostnogo the approach the conceptual device and borders of its application, in particular, is specified. During too time, it is possible to allocate the certain settled conceptual kernel concerning which the consent in scientific and pedagogical community is at present observed. Professional competence can be defined as the complex characteristic of the person characterising abilities of the worker to staticize saved up knowledge and during the necessary moment to use of them in the course of realisation of professional functions. Competence is shown and got in activity. It is underlined, that professional competence is:

- The integrated characteristic of the professional as subject of activity;

- System display of knowledge, abilities, experience, abilities and the personal qualities allowing successfully to solve a professional problem [92, with. 76-82].

Professional competence is formed in process
Vocational training; it is used for the description of an end result of training; characterises already taken place personal quality (set of qualities) in motivational, kognitivnoj, valuable, lichnostno-active spheres, including and the minimum experience in relation to professional work in the set area (A.A.Bodalev, N.Bordov-skaja, O.S.Grebenjuk, I.A.winter, I.B.Kotova, A.Rian, A.V.farm, E.N.Shijanov, etc.).

The present social and economic situation in a society staticized also a number of the new pedagogical problems directed on preservation of unity of educational space and creation of conditions for successful development of all participants of educational process. The great value for the modern teacher is got by the personal competence including self-organisation, the general culture, abilities to creativity and sotsiorefleksii [13; 75; 142]. On a labour market the person who will not wait for instructions is claimed, and will start out a life with already developed creative, design-constructive and spiritually-personal experience. Education of such person the family and school problem, since comprehensive school elementary grades, that, in turn, makes special demands to lichnostno-professional qualities of the teacher and makes essential changes in the purpose and the maintenance of its professional work. Modern researchers (N.M.Borytko, A.V. Beljaev, A.I.Savenkov, N.K.Sergey) come to the general conclusion, that effective development of the child probably only in interaction with the teacher which individuality is shown, first of all, to abilities to creativity and self-change [18; 27; 105; 108]. Therefore in the beginning of the third millenium the problem of formation of creative competence of the teacher of an elementary school is staticized.

It is necessary to notice, that the trade of the teacher always was considered tvorcheyoskoj and responsible.

In proceedings of thinkers of the past look through
sja the requirement to corresponding professional readiness and predyoraspolozhennosti to pedagogical detail for the person who has selected a way of the teacher. The maintenance and ways of achievement of readiness to pedagogical dejayotelnosti were developed by much generations of teachers-experts and teachers-theorists. A substantial component of work of the teacher as the integrated qualitative characteristic of the subject of pedagogical activity, is full enough shown in its qualifying characteristic. In G.N.Anohinoj, N.V.Kuzminoj, V.M.Lizinskogo, V.A.Slastenina, L.F.Spirin's works, etc. activity of the teacher as process of the decision of constantly arising new pedagogical problems subordinated of the general ultimate goal - to formation of the person of the child, its outlook, belief, consciousness, behaviour [11 reveals; 70; 75; 113; 121]. N.A.MoYoreva, A.A.Derkach, Century And. Slastenin define professionalism as the qualitative characteristic of the subject of the activity, shown in high level of professional competence and personal readiness for the productive decision of pedagogical problems [44; 83; 115].

For understanding of a problem of creative competence it is necessary to analyse making categories: "creativity". Here ways of interaction of the person and creativity, a way of transformation of formation and pedagogics on Wednesday of the creativity, uniting idea of communicative pedagogics, free pedagogics, humanistic philosophy [28 are important; 46; 49; 130].

Experience of pedagogical collectives on achievement qualitative obrazoyovanija shows, that the educational environment of educational institution promotes development of creative abilities of participants of educational process. Today there is a requirement for the organisation of purposeful work on creation of such environment promoting formation of the creative person, combining ability to non-standard application of knowledge. The concept of creativity comprises two interconnected aspects:
Creativity, on the one hand, is activity of the person on creation spiritual and the material assets having social value, and on the other hand, it is understood as process of achievement of result, process of realisation and the statement of individual, psychological, intellectual forces and abilities of the person, process of its development (E.A.Ge nike, I.F.Isaev, I.B.Shmigirilova). Agreeing with opinions of scientists, we consider, that pedagogical activity contains both aspects and is creative activity since, operating in the consent with the propensities, independently solving own problems, creating and preobrazuja conditions of course of educational process, the teacher will in parallel transform itself and the activity. Creative activity of the teacher is considered as certain system of its expression individual, professionalnoyolichnostnyh qualities owing to what it reproduces itself(himself) in the essence as the person and the professional [36; 60; 142].

V.I.Andreev, D.B.Bogojavlensky, E.J.Girba, A.I.Savenkov, etc. define creativity as the major way of existence of the person, the form of its self-development and the self-affirmation, a necessary condition of formation of the teacher, its self-knowledge, development and disclosing as persons. Therefore with reference to pedagogical activity it makes sense to speak about creative competence of the teacher which can be considered as the essential characteristic of professional development [7; 20; 41; 106]. Depth sformirovannosti creative competence defines level of creative self-development of the teacher. [103, s.74-76].

The analysis of scientific references, the philosophical, psychological and pedagogical researches devoted to creativity, shows, that interest to the problems connected with understanding of essence moyomenta of creativity, with working out of structure and the maintenance of creative activity, process of a transfer of experience of creative activity from generation to generation, does not weaken throughout centuries. It is caused by that all
The public and private life of people historically is based on creative achievements.

In a creativity explanation allocate philosophical, psychological, pedagogical and other aspects. In researches of philosophy and psychology creativity is considered as the personal category connected with self-development and self-actualisation; as creative process; as the result of activity connected with creation of the new.

In the philosophical literature, especially in the researches devoted to creative activity, the big attention is given to studying of a subjective basis of creativity and, first of all, working out of a problem of intrinsic forces of the person, thanks to development and to which realisation there is possible a creative activity.

Medieval philosophers considered, that creativity of people means their aspiration to the God, likening to It through the certificate of creation new on the Earth that gives sense of a human life. Adherents of the logic concept (F.Bacon, R.Descartes, etc.) reduced creativity to process of logic deducing of knowledge of initial parcels, and knowledge - to rational operations [46, с.18]. I.Kant, studying creative activity, has come to conclusion that it represents unity conscious and unconscious dejatelnoyosti. He considered, that essence of creativity - in productive imagination, kotoyoroe carries out function of a source and means of reception of new knowledge. predyostaviteli intuitivizma in creativity (A.Puankare, V.Ostvald, G.Gelmgolts, etc.) Have proclaimed creativity by purely intuitive process, a product of unconscious work of a brain. As an example the description of a course of opening has been resulted, intuitivisty considered, that at the heart of knowledge lays neratsioyonalnoe the beginning. The outstanding French philosopher of the XX-th century Anri Bergson held the opinion that creativity as continuous creation of the new makes essence of a life which represents the stream of creative formation which is passing through the person, a vital impulse, something pervichyo
noe, the original and initial reality gets into which essence the intuition can only. Supporters irratsionalizma (K.Jung, M.A.Bloh, etc.) svoyodili creative process to sphere unconscious, recognising it nepoznavaeyomost, incompatibility with rational knowledge. In existentialism nachayola the XX-th centuries creativity was understood as break of natural necessity and rayozumnoj expediency, an exit for limits of the natural and social world. Known Russian philosopher N.A.Berdjaev considered, that creativity is treboyovanie the God and a duty of the person. The God-creator who has created the person just like, «waits from the person of the creative certificate as for the answer of the person to the creative certificate of the God» [19, с.45]. He focused attention to communications between creative acts of the person and its moral debt. As a condition tvoryochestva, considered N.A.Berdjaev, all fields of activity cheloyoveka should get, otherwise, it and its society will assimilate to animals. For vosyoprijatija «the infinite world» titanic work of the person and its consciousness [19, s.37-39] is necessary. Humanistic Christian philosophy always otmeyochala indissolubility of a creative way of the person from by reason, love and good. The concept and sense of creative activity of the person crosses terrestrial predeyoly and gets into other, higher reality. So, Goethe, approaching to secret zhizyoni and death of the person, have been convinced, that spirit of the person-creator after death poyoluchit from the Founder any new form of the work, the new form of creativity, noyovuju the realisation form [79, with. 44-48].

There are very many models of creative process from origin of a plan till the unpredictable moment of a birth of the idea which studying has enriched our research. Grem Wallace in 1924 has allocated following phases of creativity: preparation, maturing, inspiration and check. These phases express the basic sequence of creative activity: problem statement; incessantly going unconscious creative work; the moment of transfer to consciousness of the found unconscious result; the realised careful check. In psychology researchers allocate
Following stages of creative activity: comprehension of the moment of a birth of a problem; a concentration of efforts, information search; the problem decision; decision check, detailed working out of a plan; an embodiment, check of the decision by practice means. Many researchers did attempts to describe a course of creative process, however it in its integrity badly gives in to formalisation. It is impossible to estimate an optimum parity in creativity logic and figurative, conscious and unconscious as there are the most different types of endowments. Besides, researches of the mechanism of creative activity are complicated by so-called effect of "return straightening», consisting that sometimes after opening, the successful decision of a difficult problem the researcher sees other way of its decision, more simple and true.

The analysis of structure, components and stages of creative process is given in G.T.Abdullina, G.M.Anohinoj, A.S.Zapesotsky, T.G.Ribo, S.L.Rubinshtejna, A.I.Savenkova, P.K.Engelmejera's works, etc. [1,11; 50; 102; 104; 106,145]. Levels of development of creative abilities are opened in A.V.Beljaeva, V.G.Razumovsky, J.A.ponomareva's works, etc. [18; 97; 101]. The phenomenon and psychology of creative thinking are stated in works: O.S.Anisimov, P.J.Leonteva, N.A.Moreva, J.A.ponomareva, S.L.Rubinshtejna, A.N.subetto, A.F.Esaulova, O.L.Janushkjavichine, etc. [9; 77; 83; 97; 105; 125; 146, 150].

Questions of development of creative activity have found the reflexion in works of psychologists of D.B.Bogojavlensky, h.p. Vygotsky, E.A.Genike, A.V.Petrovsky, A.I.Savenkov, T.I.Shamovoj, etc. [34; 37, 94; 106, 139].

Now for a designation of ability to creativity the term "kreativnost" (sgeashu) which has entered for the first time into use of J is used. Gilford. Kreativnost it is defined as creative possibilities of the person or as creative endowments and make rather steady characteristic of the person. Kreativnost can characterise
The behaviour of the person as a whole and result of such behaviour to be shown in thinking, in various kinds of activity, in separate abilities [40, с.436].

Now in psychology there are some directions of the decision of a problem of development of creative abilities.

The first direction is connected with the statement, that intellectual endowments are necessary, but an insufficient condition of creative activity of the person. A leading role in determination of creative behaviour values play motivation, personal lines. tvoryocheskoj persons concern number of the basic lines kognitivnaja endowments, sensitivity to proyoblemam, independence in uncertain and difficult situations. In D.B.Bogojavlensky's works three levels of intellectual activity reveal: stimulno-productive, passive (the person works within the limits of the set way of action and the initiative does not show), heuristic (the person finds improvements of a way of action), creative (the person puts before itself the purpose: to find essentially an action different way, and this purpose has deep internal motivation). Creative activity of the person is caused opreyodelennoj by the mental structure inherent in creative type of the person. It defines creative endowments as the highest level characteristic vyyopolnenija any activity and its development at the initiative of the subject dejatelyonosti [20, s.37-39]. Such theoretical approach has a practical consequence, important and for our research: speaking about formation creative kompeyotentnosti, it is impossible to limit the work only to drawing up dopolnitelyonyh programs and training techniques. We are assured that at orientation obyorazovanija on development of the creative beginning of the person of the teacher and the pupil, neobyohodimo to create conditions for formation of internal motivation dejatelyonosti, orientation of the person and system of values which create a basis of creative competence.

Representatives of the second direction consider, that creative myshleyo
nie (kreativnost) is the independent factor independent from inyotellekta (J. Gilford, J.A.ponomarev) [97, with. 75-77]. In this approach become accent that between I.Q. and level kreativnosti sushcheyostvuet correlation. In experiments of J. Gilforda correlation of I.Q. and kreativnosti has come to light high polozhiyotelnaja. At factor of intelligence exceeding average value kreativnost becomes nezaviyosimym from intelligence the factor. On the basis of these facts conclusions that each mentally normal person possesses certain creative potential which is necessary for developing, and as soon as possible [40, с.447] become. This position became initial in our research at razrayobotke to pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity.

Creative thinking, on J. Gilfordu, are characterised by following parametres: riches of thought (ability of generating big kolicheyostva new ideas in unit of time); flexibility of thought (speed of switching from one problem on another); originality, ability to produce otdayolennye the associations, unusual answers, non-standard decisions; inquisitiveness; ability to hypothesis working out; logic independence of reaction of stimulus; isolation of the answer from a reality in the presence of certain logic communication of stimulus and reaction.

The listed parametres of creative thinking are a part kubiyocheskoj of model Gilforda, which considered divergent thinking (along with transformation and implication operations) a basis kreativnosti as general creative ability. This thinking supposes a variation of ways resheyonija problems, leads to unexpected conclusions and results. The Divergent - nost - «ability to think in different directions», answers required javyoleniju an exit in wider "space". Success creative dejayotelnosti provides a special combination of two kinds of thinking - divergentyonogo and konvergentnogo. The divergent thinking is shown in readiness vyyo
To move set in an equal measure of correct ideas concerning the same object as a result of attraction and the analysis external in relation to obyoektu search activity of the information. Konvergentnoe the thinking allows to unite the information in the complete structure, subordinated a research overall objective. Besides, high level kreativnosti depends on other qualities of the person: imagination, imagination, a high emotionality, samoyostojatelnosti thinking, a susceptibility and an openness of mind, a certain experience and knowledge [40, with. 433-456]. We consider, that it is necessary for development of these qualities and properties of thinking to pay special attention in conditions profesyosionalnoj to activity in the educational organisation.

The third direction of the decision of a problem of development of the creative person is based on R.Sternberga's which has received recently wide rasyoprostranenie the ideas. According to R.Sternberga's concept, the intelligence participates and in reyoshenii new problems, and in automation of actions. In relation to an external world the intellectual behaviour can be expressed in adaptation, a choice of type of an environment or its transformation. If the person realises the third type otyonosheny thus it will show creative behaviour [3, with. 8-26].

The key characteristic of creative behaviour of the person is creative activity. It is shown along with such qualities, as otyovetstvennost, enterprise, persistence, initiative, tseleustyoremlennost, will, independence of thinking, introspection, a self-estimation, sayomokontrol. In the psihologo-pedagogical literature concept of activity isyopolzuetsja basically in two values: the first is an activity as sostojayonie, connected with performance of any action, and the second - activity as property of the person [144, with. 56]. G.T.Abdullina [1, with. 61-70], G.S.Altshuller [4; 5], A.I.Savenkov [106, with. 114-117] consider creative activity as steady integrativnoe the quality simultaneously inherent both most lichyonosti, and its activity, expressed in purposeful unity potrebyonostej, motives, interests and characterised by the realised search tvorcheyo
skih situations. It is very important conclusion for our research of a problem of formation of creative competence of the teacher of an elementary school.

According to aksiologicheskomu to the approach, creativity is understood as the human activity generating something qualitatively new, never earlier were and having socio-historical value [57, with. 52].

The personal approach to creativity consists in its consideration as the activity raising and feeding development of the person. In these concepts creativity is understood as everyone theoretical or practical activities in which there are results new to the subject.

The person acts as the true creator in knowledge of the surrounding validity. As mechanisms of its development in creativity principles kreativnosti, self-development and JA.I.Glinsky's productivity [40, s.44-55], T.M.Kovalyova [40 act; 63, s.51-56], E.A.Krjukova [68, from 55-59].

Generalising the aforesaid in a context of the problem, we took for a basis concept about creativity as about activity in which the person dreams, changes, combines, will transform and creates the new. And if creativity - special process of creation from here follows, that creative competence is a system display and a practical embodiment of knowledge, sights, belief, the abilities promoting occurrence new (ideas, mechanisms, technologies).

To generate creative competence of the teacher of initial classes, it is necessary to influence consistently its components, leaning on already available personal inclinations. Here again we meet one of the major elements of educational process - educational space and its characteristics. Formation of creative competence assumes presence of the creative

Educational space. Creative educational space we define as a pedagogical reality, in which the conceptual
Value gets an orientation of the person of subjects on non-standard activity.

For definition of essence of creative competence of the teacher of initial classes we have addressed to Platon and Gegel's philosophical researches which saw sense of the given thing in a phenomenon "essence", that it is in itself, unlike all other things and unlike changeable conditions of a thing under the influence of those or other circumstances. The essence of things is treated as something independent, immutable and absolute [129, with. 665-666]. Essence - set of deep communications, relations and the internal laws defining the basic lines and the tendencies of development of material system. Thereupon it is necessary to distinguish concepts "competence" and "competence". Both of them in the etymological basis go back to Latin «competo» which values in Russian are reduced to: I approach; I correspond; I reach; I achieve [67, with. 342].

Values also I "correspond" and I "reach" are, in our opinion, a basis of concept the competence. In philosophical sense the competence includes: the circle of powers presented by the law, the charter or other certificate to concrete body or the official; knowledge and experience in this or that area [85; with. 177].

The big Soviet encyclopaedia also connects concept of the competence with set of powers, the rights and duties of any body or the official. In the encyclopaedic dictionary concept competence is treated as «the circle of powers presented by the law, the charter or other certificate to concrete body or the official»; «knowledge and experience in this or that area», from an armour. competo - I achieve, I correspond, I approach [121, with. 614].

In the dictionary of Russian of S.I.Ozhegova competence is defined as «a circle of questions in which somebody is well informed» [90, with. 288].

The dictionary of foreign words the competence (an armour plants concepts.
Competentia) - an accessory by right, a circle of powers of any body or the official; a circle of questions in which the given person possesses knowledge and experience, and competence (an armour. Competens, competentis) - possession the competence; possession the knowledge, allowing to judge about something [117, с.241]. Value I "achieve" and I "reach" mean protsessualnost actions and define essence of competence, defining dynamic aspect of the given category.

Thus, basic, in our opinion, difference of the competence and competence consists that the competence represents the concept defining a sphere of activity of any person, competence, in turn, is concept functional, shown in rezulyotatah activity.

The concept of professional competence, according to V.I.Vernadsky and J.Lotman's sights leans in the basis against a triad: semiosfera, duhosfera, a technosphere: semiosfera - system of the knowledge expressed and existing by means of various sign systems - languages; duhosfera - feelings, emotions, experiences, desires, requirements; a technosphere - abilities, experience, creativity.

The given triad underlies formation of creative competence of the teacher, and consequently, and its professional growth [31; 79].

The theoretical analysis of domestic psihologo-pedagogical researches in the field of professional competence of the teacher shows distinction of conceptual interpretation of a category competence.

In the Russian science the investigated problem usually is considered in a key of formation of professional requirements to the expert (to V.I.Bajdenko [13, with. 15], I.A.winter [54; 137],), and also the new approach to designing of educational standards (F.G.Jalalov [149, with. 45-53]). All researchers studying the nature of competence from a position dejatelnostnogo of the approach, pay attention on its multilateral,
Versatile and system character.

The special ability of the person necessary for performance of concrete action in a concrete subject domain, including highly specialised knowledge, skills, ways of thinking and readiness to bear responsibility for the actions, J. It is equal equated to concept "competence" [99, with. 104].

M.A.Choshanov considers, that competence it is not simple possession knowledge, and constant aspiration to their updating and use in concrete conditions, that is possession of operative and mobile knowledge; it is flexibility and the criticality of thinking meaning ability to choose the optimal and effective decisions and to reject false [136, with. 12].

According to N.V.Kuzminoj, professional competence is an ability of the teacher to transform a speciality which carrier it is, in means of formation of the person of the child taking into account restrictions and the instructions imposed on teaching and educational process by requirements of pedagogical norm in which it is carried out [69, with. 63]. Versions are of interest For our research allocated with N.V.Kuzminoj, Century D, Shadrikov kompetentnostej: special and professional competence of area prepodavaemoj disciplines; methodical competence in the field of ways of formation of knowledge, abilities of pupils; socially-psychological competence in the field of dialogue processes; differentsialno-psychological and personal competence in the field of motives, abilities of pupils; autopsihologichekaja competence in the field of merits and demerits of own activity and the person.

L.M.Mitin considers, that concept «pedagogical competence» includes knowledge, abilities, skills, ways and receptions of their realisation in activity, dialogue, development (self-development) of the person, and also includes in
Itself dejatelnostnuju, communicative and social competence [81, with. 37].

According to N.A.Moreva, «competence of the teacher... It is not reduced to a set of knowledge, abilities, and defines necessity and efficiency of their application for real educational practice» [83, with. 134]. According to V.D.Shadrikov, «competence is understood as system display of knowledge, abilities, abilities and the personal qualities allowing successfully to solve professional work making essence». It allocates competence:

- In the field of personal qualities: empatijnost and sotsiorefleksija, self-organisation, the general culture;

- Directed by the purposes and problems of pedagogical activity: ability to put the purpose and problems according to age and specific features trained, ability to translate a lesson theme in a pedagogical problem, ability to involve trained in process of a formulation of the purposes and problems;

- In motivation of trained (pupils) on realisation of educational (educational) activity: ability to create the situations providing success in educational activity, ability to create a condition of maintenance of positive motivation trained, ability to create a condition for self-motivation of the trained;

- In working out of the program of activity and acceptance of pedagogical decisions: ability to choose and realise educational program, ability to develop own program, methodical and didactic materials, ability to make of the decision in pedagogical situations;

- In maintenance of an information basis of pedagogical activity: competence of teaching methods, competence of a teaching subject, competence of subjective conditions of activity;

- In the organisation of pedagogical activity: ability to establish the subject-subject of the relation, ability to organise educational activity

Trained, ability to realise pedagogical otsenivanie [137, with. 17-18].

According to E.I.Rogova, professionalism - is set of the psychophysiological, psychological and personal changes occurring in the teacher in the course of mastering and long performance of activity, providing qualitatively new, more effective level of the decision of difficult professional problems in special conditions.

Pprofessionalizm it is formed in the course of changes:

- All system of activity, its functions and hierarchical structure. During development of corresponding labour skills there is a movement of the person on degree of professional skill, the specific system of ways of performance of activity develops - personal style of activity is formed;

- Persons of the subject, shown as in external shape (a motility, speech, an emotionality, dialogue forms), and in corresponding elements of professional consciousness (professional attention, pertseptsii, memories, thinking, emotionally-strong-willed sphere), that in wider plan can be considered as formation of professional outlook;

- Corresponding components of installation of the subject in relation to object of activity that is shown in emotional sphere - in interest to object, in propensity to interaction and satisfaction from this interaction, despite difficulties; kognitivnoj to sphere - in level of knowledge of object, in propensity to interaction and satisfaction from this interaction, despite difficulties; to practical sphere - in comprehension of the real possibilities of influence on object, a self-estimation and self-development.

Professional competence of the teacher is unity of its theoretical and practical readiness for realisation of pedagogical activity. Special interest for our research represents the position proved by E.I.horn that dejatelnostnaja model
The teacher corresponds with professional competence as "real" and "due" [103, with. 307-324].

Dobudko T.V. (leaning against the analysis of works of B.S.Gershunsky, V.A.Izvozchikova, A.K.Markovoj, L.M.Mitinoj, N.N.Lobanovoj) treats competence as: «the circle of powers presented by the law, the charter or other certificate to concrete body or the official»; «knowledge and experience in this or that area» [47, with. 17].

Last years has appeared works in which attempt to approach to this difficult phenomenon is made, simultaneously using possibilities of several sciences. N.F.Efremova, adhering sinergeticheskogo the approach, defines the given concept so: «Competence are the generalised and deeply generated qualities of the person, its ability most universally to use and apply the received knowledge and skills»; «set of knowledge, the skills allowing the subject to adapt to changing conditions... Ability to operate and survive in the given conditions» [48, with. 18]. To A.V.farm's this list, being based on positions lichnostno the focused training, adds: «set of the semantic orientations necessary for productive activity» [132, with. 205].

According to V.A.Bolotov [23, with 177], V.V. Serikov [112, with. 76], the competence nature is that, that it, being a training product, not directly follows from it, and personal growth, a self-organising and generalisation consequence dejatelnostnogo and personal experience is a consequence of self-development of the individual, it not so much technological, how many. Competence is a way of existence of knowledge, abilities, the erudition, promoting personal self-realisation, a finding of the place in the world.

The analysis of works on a competence problem allows to draw a conclusion that now there is no unequivocal understanding of the concept "competence". Researchers allocate various kinds

kompetentnostej also use terms «professional competence» (B.S.Gershunsky, T.V.Dobudko) «pedagogical competence» (L.M.Mitin), both terms as synonyms (I.B.Shmigirilova), and sometimes unite the given terms by analogy to is professional-pedagogical activity: «is professional-pedagogical competence»

(M.G.Tsirenovoj) [38; 81; 142; 135].

Studying of creative competence of the teacher of an elementary school us is spent from positions of the most widespread approaches in pedagogics to understanding of essence of the initial general education:

- akmeologichesky the approach defining specificity of development of adults in a context of professional work, the maintenance of process of achievement of tops of formation of creative competence of the teacher of an elementary school from positions of professional work, self-education, development of creativity of the adult person, a recognition of individual distinctions of each person (B.G.Ananev, V.M.Bekhterev, A.A.Derkach, A.M.Novikov, N.V.Kuzmin);

- The system approach considering psychological preconditions of formation of the creative competence of the teacher of an elementary school, allowing to reveal coordination and a subordination of the subsystems (structures) forming uniform difficult system of professional competence (B.G.Ananev, A.G.Kovalyov, V.S.Marylin,);

- kompetentnostnyj the approach helping us to build model of formation of creative competence of the teacher of an elementary school from a position of formation of the person, owning skills of generating of ideas and capable effectively to realise them in the educational process directed on achievement of the purposes of improvement of quality of formation, self-determination, individuality and socialisation development (V.A.Bolotov, E.F.Zeer, O.E.Lebedev, V.D.Nikandrov, A.V.farm, P.G.Schedrovitsky, I.B.Shmirigilova);

- lichnostno-dejatelnostnyj the approach which focuses formation of the creative competence on the person as the purpose, the subject and result. Special value for our research has accent on uniqueness of the person, development of its inclinations, creative possibilities, self-development. Are important for us, from the point of view of the organisation of professional work, a condition of creative self-development of the person of the teacher (E.V.Bondarevsky, P.J.Galperin, V.V. Davidov, V.V. Serikov, I.S.Jakimansky);

- The contextual approach which underlies improvement of professional skill of the teacher of initial classes in the course of professional work and self-education in a professional work context. The concept "context" is smysloobrazujushchej a category, providing inclusion of the teacher in professional creative activity (A.A.Verbitsky);

- andragogichesky the approach, allowing to construct model of formation and development of creative competence of the teacher of an elementary school, proceeding from positions that staticized life experience of the adult is one of sources of its creative self-development and self-education (B.G.Ananev, Of this year Vershlovsky, h.p. Vygotsky, S.I.dragon, I.A.Kolesnikov, S.A.Rubinshtejn);

- It is system-dejatelnostnyj the approach providing creation of conditions for the general, professional, creative development of the person. On the basis of this approach individual programs of professional development of the teacher of an elementary school (A.G.Asmolov, V.A.Slastyonin, A.V.farm) are made and realised, the basic results of personal development of the teacher of initial classes in a context of key problems of the organisation of creative activity [114 are allocated, with. 40-44]. The analysis of the presented approaches shows, that all of them reflect an essence of the considered phenomena, substantially supplement each other, allow to define strategy and tactics of process of formation of creative competence of the teacher
Initial classes in the conditions of professional samobrazovatelnoj activity in the educational organisation. The system analysis of creative competence assumes allocation of elements making it, their internal organisation and ways of interaction; the functions which are carried out by modelled system; ways of its occurrence and prospects of development [1,133].

Lichnostno-dejatelnostnyj the approach to a competence problem has allowed to develop concept «creative competence of the teacher» which is understood by us as professionally significant quality of the person shown in kreativnosti and productive activity [25,36,52].

Creative competence of the teacher of an elementary school represents intellectual and pedagogical value, its level sformirovannosti is one of the factors influencing success of pedagogical activity. In offered treatment creative competence of the teacher acts as the is professional-personal characteristic demanding the multidimensional approach to its studying. As the system it includes a moral-humanistic orientation, motives, the purposes, valuable orientations, set of knowledge, abilities, skills, forms and ways of their use by the teacher in situations of creative interaction in an elementary school. Creative competence of the teacher is a making link of its professional competence. Success of its activity, high productivity of work was one of the basic criteria of definition of professionally competent teacher always. In our understanding the creative teacher is the person having own purposes, values and the belief, capable independently to solve the vital problems, ready to self-realisation, self-development, self-expression, the self-presentations, possessing an independent way of thinking,

Self-identification, skills of the intellectual self-educational activity, capable to create new material and cultural wealth.


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A source: KAZANTSEVA Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Voronezh - 2013. 2013

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  6. KAZANTSEV Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Voronezh - 2013, 2013
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