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2.1 Pedagogical model of formation of creative competence of the teacher of an elementary school in self-educational activity and pedagogical conditions of its realisation

The analysis of the pedagogical, psychological and philosophical literature, the account of pedagogical experience and own experience of the teacher of an elementary school, pobaditelja municipal competition «Teacher of year» gives the basis to conclude, that the features of formation of creative competence of the teacher of an elementary school allocated in the previous paragraphs in self-educational activity are interconnected and can change depending on concrete pedagogical conditions.

For successful formation of creative competence of the teacher of an elementary school in self-educational activity we define approaches (akmeologichesky, system, kompetentnostnyj, lichnostnoyodejatelnostnyj, contextual, androgogichesky, complete, sistemnoyodejatelnostnyj).

According to the scientific concept developed by N.V.Kuzminoj, pedagogical model of formation of creative competence of the teacher of an elementary school it is considered as akmeologicheskuju the system including interconnected structural and functional components, subordinated to achievement of an end result which is personal
The new growth which is responsible for creative activity of the teacher of an elementary school.

Working out of pedagogical model of formation creative kompeyotentnosti teachers of an elementary school in self-educational activity - one of the main tasks of our research. In judgement of concept "formiroyovanie" we will use the definition offered by N.S.Prjazhnikovym. Formation is a purposeful pedagogical influence, obespechiyovajushchee acquisition by teachers of the set properties, personal qualities. PriYOobretenie new qualities occurs in the course of performance of corresponding functions by the teacher. Therefore formation as purposeful proyotsess is, as a matter of fact, the psihologo-pedagogical organisation of performance pedagoyogom professional functions and the social role [99, with. 243]. In sootyovetstvii with potentialities of the person - gnoseological, aksiologicheskimi, reyoguljativnymi - process of formation of the creative competence of the teacher nayochalnoj in self-educational activity should be considered schools as purposeful development of personal activity and responsibility pedayogoga.

We consider pedagogical model as a system-structural basis for skilled-experimental work. «Modelling is issledoyovanie the phenomena, processes or systems of objects by construction and studying of their models, use of models for definition or specification harakteriyostik and rationalisation of the ways, again designed objects (models)» [122, with. 816].

The logic of modelling in our research is that: the theory and preliminary research are reflected in the form of the model giving representation about the investigated phenomenon and acting in a role of an original hypothesis which is approved and specified during further opytnoyoeksperimentalnoj works that allows to improve our pedagogical model. It represents abstract algorithm
Pedagogical activity also assumes a definite purpose, sequence, a substantial orientation, criteria and productivity indicators.

Thus, modelling is considered in research not only as one of receptions of display of the phenomena and processes of the real world, but also an objective way of check of the validity of our knowledge of the given phenomenon that promotes creation of an innovative variant of perfection of process of formation of the creative competence of the teacher of an elementary school in self-educational activity.

"Term" model »(frants. modele, from an armour. modulus a measure, the sample) rasyosmatrivaetsja in various aspects, namely, as: the sample, the standard; izobrayozhaemyj a subject; the device reproducing, simulating something; any image (mental or conditional: the image, the scheme, the description, the drawing, a card etc.) object, process, the phenomenon, used as it"predstaviteyolja"[117, with. 374]. At all variety of aspects them unites predstavleyonie about model first of all as the knowledge tool."Model"is defined as system of the parities describing those or other parties of studied object, the phenomenon, process. The important informative function of the pedagogical model constructed and used within the limits of given research, consists that it can be a source of creative search.

System presence characterises interrelation necessary and dostatochyonyh structural elements of model which concern:

- The purpose of pedagogical model: formations of creative competence of the teacher of an elementary school and problems following from it: development of valuable installations on participation in creative activity; development of productive ways of realisation of pedagogical activity; creative use of modern forms, means and methods of the decision of non-standard pedagogical problems;

- Principles of realisation of pedagogical model:

Principle of the organisation of self-educational activity on the basis of the decision of creative problems. Otsenivanie results of self-education it is carried out by revealing of real degree sformirovannosti creative competence; sensibleness of self-education; a combination of motivation, a self-reflexion and self-checking; prioritetnost creative self-development in self-education (self-education is a principal view of formation of creative competence of the teacher of an elementary school);

Support principle on own pedagogical experience and pedagogical experience of colleagues. The critical analysis of own pedagogical experience and experience of colleagues in the organisation of creative activity; the account of results of the analysis in the organisation of self-educational activity at formation of creative competence;

Principle of an individualization of self-educational activity. Working out of the individual program of formation of creative competence, with the account of creative, informative, age, psychophysiological features of the teacher;

Principle of actualisation of results of formation of creative competence of the teacher. Development of knowledge and definition of those situations without which object in view achievement in creative activity is impossible; check of the received experience in practice;

- Formation stages (diagnostic, constructive, reflective). Are characterised by the maintenance of self-education including the scientific and educational information, necessary for the teacher for formation of creative competence, realisation of qualitative pedagogical activity, development of professional, creative qualities, structure of experts of a methodical seminar of school (school administration, teachers of system of improvement of professional skill, methodical services), structure of the teachers visiting a master class (age, formation, professionalism level, a state of health, motivation, an orientation,
Dominating interests and propensities, tendency on creative self-development);

- Forms: self-education; a creative workshop;

- Methods: partially-search, search, design, treningovye (kouching), partner interaction, experience presentation;

- Means (pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity).

The Akmeologichesky system of formation of creative competence of the teacher of an elementary school includes following base functional elements which are binding between an initial condition of structural elements of system and final required result. Them concern:

- The tsennostno-motivational component including actions, the teachers connected with motivation on creative self-development, tsennostnoyosmyslovuju an orientation of self-educational program of formation of creative competence of the teacher of an elementary school, with "forming" of an individual trajectory of the self-development, calculated on the period during which it is necessary to carry out self-educational activity;

- Kognitivno-constructive, consisting of set of knowledge and abilities, realisation and the organisation of creative activity in an elementary school. Assumes a support on overcoming of professional difficulties of the teacher of an elementary school in creative activity on the basis of designing and the decision of problem situations, individual training for achievement of the significant purposes, partner interaction with the teacher-master;

- The is reflective-target component including definition of level sformirovannosti of creative competence of the teacher of an elementary school in
Process of introspection and diagnosing of pedagogical activity, correction and the control of results.

Allocation of these structural and functional components allows to consider formation of creative competence of the teacher of an elementary school as difficult akmeologicheskuju the system promoting development of professionalism of the teacher. Sistemoobrazujushchim the factor in akmeologicheskoj to system, according to the theory of functional systems of P.K.Anokhin, is the result which consists in new growths in the person and creative activity of the teacher. These new growths provide to teachers higher level kreativnosti, efficiency, satisfaction with professional work and its results.

S.V.clean, V.V. Zajtseva, A.V.Zelentsovoj, V.V. Serikov's works [17, with. 278-321; 49, with. 28; 53, with. 43; 112, with. 254-261] show, that the most productive is such process of achievement of an end result (designing of formation or development of this or that quality) in which the set of new growths of creative competence which should appear at teachers upon termination of the carried out research is accurately defined. Having carried out monitoring of pedagogical activity, we have found out, that the teachers of an elementary school working over formation of creative competence, experience the difficulties connected with absence of requirement for creative activity; nesformirovannostju the valuable relation to results of creative activity; the lowered informative activity of the teacher with the higher pedagogical education; absence of support of colleagues in formation of the creative competence of the teacher of an elementary school in self-educational activity.

From the above-stated follows, that teachers of an elementary school, owning serious enough arsenal of pedagogical forms and self-education means, experience difficulties in formation of creative competence of the self-educational activity constructed on ideas
Introductions of innovations in educational process of an elementary school and the valuable relation to creative activity and its results. Thus, formations of creative competence of the teacher of an elementary school in self-educational activity assumes integrativnoe psihologoyopedagogicheskoe a new growth of the person of the teacher which is characterised:

- The generated requirement for realisation creative profesyosionalnoj activity;

- The valuable relation to creative self-educational dejatelnoyosti;

- Informative activity;

- Installation on development of innovations;

- Depth and flexibility of analytical thinking;

- Installations on cooperation with colleagues.

The listed new growths can appear at the teacher of an elementary school if pedagogical conditions formiroyovanija creative competence of the teacher of an elementary school in samoobrazovayotelnoj activity are defined and observed. The term "condition" as the philosophical category expresses the relation of a subject to the phenomena surrounding it without which it sushchestvoyovat cannot. The subject acts as something caused, and conditions - as rather external to a subject variety of the objective world. In otliyochie from the reason directly generating this or that phenomenon or proyotsess, the condition, makes that environment, conditions in which the phenomenon or process arise, exist and develop. People, having learnt nature laws, can create favorable and eliminate adverse conditions of the dejatelnoyosti. Influencing the phenomena and processes, conditions, are exposed to their influence [128, with. 497-498].

In "condition" pedagogics define as factors, circumstances on which efficiency of functioning of pedagogical system [98 depends, with. 201]. N.V.Bordovsky, A.A.Rian treat concept of "condition" as
Set of factors, the components of educational process providing success of training [26, with. 32].

From the point of view of a question investigated by us it is represented wrongful to reduce a condition only to circumstances, to conditions, to set of objects since creative competence of the teacher of an elementary school is a new growth representing unity subjective and objective, internal and external, of essence and influence, possible and due.

In our understanding, the condition is not only that influences investigated quality, but also without what it cannot be, that serves as the precondition, the basis of its occurrence.

Condition we understand as «circumstance on which something depends; conditions in which occurs, something is carried out» [92, with. 839].

As pedagogical conditions of effective formation of creative competence of the teacher of an elementary school we allocate a number of positions:

The relation of the teacher of an elementary school to the self-educational activity directed on formation of creative competence, as to a base element of self-development;

Orientation of process of self-education of the teacher of an elementary school on

dessiminatsiju pedagogical experience of creative activity;

Unity

Realisations

akmeologicheskogo,

System,

kompetentnostnogo,

lichnostno-dejatelnostnogo,

Contextual,

androgogicheskogo, complete, it is system-dejatelnostnogo self-educational activity on formation of creative competence;

Approaches in

The valuable relation to development subektnosti teachers in the self-educational activity positively influencing quality
Educational process.

Strategy of a modern pedagogical education consists in is professional-personal development and the self-development of the teacher including abilities freely to be guided in difficult pedagogical situations, responsibly and professionally to operate in the decision professionalnoyopedagogicheskih problems. From here - necessity of allocation of the first condition of effective formation of the creative competence of the teacher of an elementary school: the relation of the teacher of an elementary school to the self-educational activity directed on formation of creative competence, as to a base element of self-development.

In the given context we will consider the relation as the mechanism characterising an orientation of the person of the teacher from the point of view of creativity and the maintenance of activity: «the importance of the various moments is redistributed, accents and intonations differently are as though placed, other is allocated as the essential...» [50, with. 106].

The relation is general, global display of the person through any particular. Steady relations to actions, constantly proving, act as qualitative characteristics of the person of the teacher of the elementary school ready to self-development. Possession of self-education methods is one of the basic indicators of readiness of the teacher to self-development. This conclusion was generated as a result of the contradiction decision between fast rate of an increment of knowledge and the limited possibilities of their mastering by the individual. The resulted contradiction has forced the pedagogical theory and practice to pass to the maximum development of abilities of the person in the course of self-development, the requirement in which and readiness to which is necessary for forming throughout all professional work. Self-education is the system of intellectual and world outlook self-education involving strong-willed and moral self-improvement, but not setting as their purpose [126]. In data

Context self-education is analyzed first of all as the social phenomenon and the process, making direct impact on work, a life, structure of a free time, a condition of a life of representatives of all age and social groups. Such approach corresponds to the practice of consideration of a postindustrial society accepted in domestic sociology as self-formed and in this sense samoorganizujushchegosja [7, with. 42]. Besides it, «self-education acts as a source not only technological, but also social innovations» [143, с.123], and in wider context self-education becomes one of means of liberalisation of all control system of formation [155, with. 72-73]. As the kind of activity self-education possesses following signs. First, it is regular educational activity at the minimum organisation of educational process or at full absence of a management of it from pedagogical workers (the project of the Federal law «About an additional education», item 1), probably, occurring out of walls of educational institutions. Thus admits, that the role of the teacher (teacher) is gradually reduced to functions of "accelerator" or even "nurse" of educational process there where it is involved [152, with. 72-73].

Secondly, it is the activity connected with communications in the widest sense, directed on reception of any new knowledge (unessentially scientific or corresponding to the confirmed programs of the general or an additional education), skills and any systematised information [153, with. 536].

Thirdly, that is the most essential, in the course of self-education the individual independently solves, in what degree to combine own preferences with requirements and possibilities of the training environment and an environment, long-term interests with situational, internal and external factors [151, with. 16-17]. Finally, self-education appears as
The decision (choice) at individual level of the basic collisions (contradictions) of formation [154, with. 37-39].

The self-education main task - independent development and perfection of the person for the maximum professional self-return. Self-educational activity is the process directed on achievement of a definite purpose. To formation of creative competence, self-education process in which the teacher often faces in detail described A.Adlerom an "insufficiency" complex - inability to overcome the arisen problems and professional difficulties accompanies. Self-development of the teacher of an elementary school begins with an orientation of the person on overcoming of this complex. The first step in self-development is a process of self-knowledge. The second step - revealing of difficulties in professional work. The third step comes, when the teacher tries to overcome difficulties, searches for ways of the decision of creative problems. The fourth step - the comparative analysis of accessible ways of the decision of creative problems. The decision of creative problems and a result estimation.

The second pedagogical condition: orientation of process of self-education of the teacher of an elementary school on dessiminatsiju pedagogical experience of creative activity assumes a special way of distribution and development of the pedagogical experience, adequate to concrete requirements of its recipients and having character of "cultivation". Disseminatsija allows to extend innovative practice to the broad masses, adapting, reducing, and sometimes and developing various elements or system of pedagogical experience in the whole.

Revealing of existing level of the decision of various educational problems, professional difficulties of teachers, elements new, leaning against innovations or innovations and differing high and stable results in educational process, that is born in everyday creative search of collectives of the educational organisations -
The major purpose of self-educational activity. Studying, the analysis and application of pedagogical experience allows to solve practical, essential problems of formation; to provide use possibility in student teaching of organizational and individual workings out. Revealed by the teacher of an elementary school pedagogical experience differs on novelty degree (innovative, modifying, positive (traditional); on features of the subject of experience (collective, group and individual); on spheres of educational process (education experience, training experience, complex); on degree of scientific validity (nauchnoyoissledovatelsky, skilled-experimental, empirical); on duration of functioning (longitjudnyj, short-term, operative (it is formed at the decision of the problems which are not demanding delays, for the teachers working in a mode of construction of new educational practice)).

At the same time it is necessary to consider, that productive ways and ways reyoshenija educational problems often have the form of "implicit" knowledge that complicates their description and generalisation., Whenever possible, to avoid oshiyobok and to reduce time expenses to the teacher of an elementary school it is necessary will get acquainted with level of theoretical and methodical preparation of colleagues; to estimate work of the colleague on preparation for carrying out of lessons and out-of-class meyoroprijaty at level of preparation of the standard documentation and methodical materials; to visit a series of lessons (employment, various kinds obrazovatelyonoj active) on one or several themes; to get acquainted with rezultatayomi obuchennosti younger schoolboys.

The analysis and generalisation assumes grouping of the studied factors, their division on typical and casual, an establishment of relationships of cause and effect, ranging, the formulation of conclusions. During the analysis it is not enough to show and estimate each element separately, it is important to establish interrelations intermeal them, to show, how in aggregate they provide the effective decision
Pedagogical problems. As a result of the analysis of the facts and the phenomena are born vyvoyody the general order, as makes essence of generalisation and dessiminatsii peyodagogicheskogo experience.

In work «creative competence» teachers of an elementary school was already marked mnogoaspektnost concepts and it is impossible to solve a problem of research within the limits of one any approach, hence, is considered it from positions of various approaches. The analysis of practice of formation, studying of the scientific psihologo-pedagogical literature leads to a conclusion about necessity of complex use of positions of following modern approaches to the decision of a problem of formation of creative competence of the teacher of an elementary school - akmeologicheskogo, system, kompetentnostnogo, lichnostno-dejatelnostnogo, contextual, androgogicheskogo, complete, is system-dejatelnostnogo. The third pedagogical condition from here follows: the unity of realisation akmeologicheskogo, system, kompetentnostnogo, lichnostno-dejatelnostnogo, contextual, androgogicheskogo, complete, is system-dejatelnostnogo approaches in self-educational activity on formation of creative competence. For allocation of borders of applicability of approaches, we will specify their essence.

From the very beginning working out of approaches and the methods became one of mainstreams akmeologii, allowing to solve problems of development of professionalism. They have united under the general name - akmeologichesky the approach. «Akmeologija - a science arisen on a joint of natural, public and humanitarian disciplines both studying laws and phenomena of development of the person to a step of its maturity and, especially, at achievement by it of the highest level in this development» (A.A.Bodalev, of this year Vershlovsky, A.A.Derkach, T.M.Kovalyova). Akmeologija studies developing person as the individual, the subject of work and the person. Formation sources akmeologicheskih ideas in a science had outstanding
The Russian scientists B.G.Ananev, V.M.Bekhterev and N.A.Rybnikov who have offered concept "akmeologija".

Now akmeologija acts first of all as a science about professionalism. The Akmeologichesky approach is the basic generalising concept acting as set of principles, receptions and the methods, allowing to solve akmeologicheskie problems and problems. The Akmeologichesky approach allows to consider creative activity of the teacher of an elementary school in obshcheprofessionalnom a context. sistemoobrazujushchim the factor of formation of creative competence of the teacher of an elementary school, from positions akmeologicheskogo the approach, formation of professional culture [60 is main, with. 146].

The methodology of the system approach gives possibility to consider formiyorovanie creative competence of the teacher of an elementary school through system of a complete complex of the interconnected elements (I.V.Blauberg, A.S.zape sotsky, V.N.Sadovsky, E.G.Yudin); set co-operating obekyotov (L background Bertalanfi, N.V.Molotkova); set sushchnostej and relations (A.D.hall, R.I.Fejdzhin,). The system approach reflects interrelation and vzaimoyoobuslovlennost processes and the phenomena. He allows to reveal integrativnye kayochestva and system characteristics of components of creative competence of the teacher of an elementary school.

Kompetentnostnyj the approach is defined in the pedagogical literature as set of the general principles of definition of the purposes of formation, selection of the maintenance of formation, the organisation of educational process and an estimation of educational results. From positions kompetentostnogo the approach self-educational activity of the teacher of the elementary school is considered, directed on development in the teacher of ability independently to solve problems of educational process on the basis of use of own experience and experience of colleagues. The maintenance of creative activity of the teacher is investigated as is didactic the adapted social experience of the decision
Informative, world outlook creative problems. The sense of the organisation of educational process consists in creation of conditions for formation at trainees of experience of the independent decision of the creative problems making the maintenance of formation [72, with. 3-12]. As the purpose at realisation kompetentnostnogo the approach in vocational training formation of the competent expert acts. From our point of view, kompetentnostnyj the approach does not replace and does not deny traditional znanievyj the approach to formation and an estimation of its results, and deepens, expands and supplements it. Kompetentnostnyj the approach more corresponds to conditions of market managing for he assumes formation along with professional ZUNami also development in trained such universal abilities and gotovnostej (key kompetentsy) which are claimed by a modern labour market, that is actual for all working and teachers of an elementary school including.

Kompetentnostnyj the approach focused on new vision of the purposes and an estimation of results of formation, makes the demands and to other components of educational process - to the maintenance, pedagogical technologies, control devices and estimations. Main here is a designing and realisation of such technologies of training which would create situations of inclusion trained in different kinds of activity.

Bases lichnostno-dejatelnostnogo the approach have been put in pawn in psychology A.G.Asmolov's by works, h.p. Vygotsky, A.N.Leonteva, S.L.Rubinshtejna, B.G.Ananeva. From a position of this approach the person of the teacher of an elementary school is considered as the subject of the self-educational activity, which itself, being formed in activity and in dialogue with other people, defines character of this activity. Lichnostno-dejatelnostnyj the approach it is most actual for consideration of self-educational activity of the teacher of an elementary school from the point of view of its national, polovozrastnyh, individually-psychological and status features. In
Frameworks lichnostno-dejatelnostnogo the approach the subject-subject position of the teacher of an elementary school which assumes a freedom in choosing trained the textbook, forms and self-education methods is well looked through.

The concept of the contextual approach in vocational training is developed by A.A.Verbitsky в1991 to year [30, with. 24-30]. Considering, that self-educational activity of the teacher of an elementary school is carried out in a professional work context, mastering of creative experience proisyohodit as a result of carrying out of master classes, seminars, creative masterful and another active, kvaziprofessionalnoj activity. In contextual activity find an embodiment following principles: activity of the person; problematical character; unities of training and education; consecutive modelling of the maintenance and conditions of professional work of the teacher. The special attention addresses on realisation of gradual, stage-by-stage transition of the teacher in self-education to base forms of activity more a high rank: from open lessons to a creative workshop.

The basic concepts andragogicheskogo the approach are formation of adults, self-realisation and self-actualisation of the teacher-andragoga. Definiteness of a conceptual component andragogicheskogo the approach does possible realised and its purposeful application in ours research at studying of features of formation of creative competence of teachers of an elementary school in the self-educational activity, concerning different age categories. Andragogichesky preparation is the purposeful, stage-by-stage, modelled, system process of training leaning on andragogicheskie principles and andragogicheskie of technology which purpose is creation of certain conditions for realisation of requirements of concrete groups of experts, and result - readiness presence to andragogicheskoj activity. The core
Method andragogicheskogo the approach, defining a choice of methods of training, is «the method of the analysis of experience» which, in turn, corresponds to the maintenance of formation and principles of training of adults trained. Specific methods of training of adults are organizatsionnoyodejatelnostnye the methods including modelling, a reflexion, designing. Typical characteristics of methods of training lichnostnoyoorientirovannoj an educational paradigm of formation of adults are communications as understanding of another, a reflexion as comprehension of, thinking as manufacture of own thoughts. Methods of interactive training concern methods of the organisation of interaction of subjects of educational process andragogicheskogo the approach.

It is system-dejatelnostnyj the approach allows to allocate the basic results of self-educational activity of the teacher of an elementary school in a context of key problems and universal educational actions which pupils should own. It is system-dejatelnostnyj the approach assumes transition to strategy of social designing and designing in an education system on the basis of working out of the maintenance and the technologies of formation defining ways and ways of achievement of socially desirable level (result) of personal and informative development of the trained; orientation to results of formation as sistemoobrazujushchy the Standard component where development of the person trained on the basis of mastering of universal educational actions, knowledge and world development makes the purpose and the basic result of formation; Recognition of a main role of the maintenance of formation and ways of the organisation of educational activity and educational cooperation in achievement of the purposes of personal, social and informative development of the trained; the account of individual age, psychological and physiological features trained, roles and values of kinds of activity.

Instead of simple transfer of knowledge, abilities, skills from the teacher to the pupil
Development of ability of the pupil begins the priority purpose of school education to put independently the educational purposes, to project ways of their realisation, to supervise and estimate the achievements, in other words, ability to study. For realisation sistemnoyodejatelnostnogo the approach at work with pupils it is necessary for teacher of an elementary school to master deeply it in self-educational activity [132, with. 37].

Researches (etc.) have shown N.A.Astashova, N.D.Nikandrov, Z.I.Ravkin, V.A.Slastenin, G.I.Chizhakova, that public, scientific and social progress depends and from sformirovannosti at the teacher of the valuable relation to formation and the self-education, directed on satisfaction of requirements for socialisation and self-realisation, and also on increase of cultural, educational, professional and scientific levels. From here the fourth pedagogical condition: the valuable relation to development subektnosti teachers in the self-educational activity positively influencing quality of educational process. In the beginning we will consider such concept as "relation" of the person. In A.A.Bodalev's this occasion writes: « Relations is always more or less steady tendencies for the given person in the characteristic image to reflect the validity, emotionally to it to respond and also it is characteristic in this validity to behave »[22, with. 7]. V.N.Mjasishchev and A.A.Bodalev was considered by relations of the person as an internal behavioural regulator, as the conditions previous its acts not only in elementary natural, but also the social situations. The relation understood as« the system of time communications of the person as person-subject with all validity or its separate parties », explains just an orientation of the future behaviour of the person [21, with. 150].

«From what point of view not to look at creativity, it concerns the category of the higher values: and in system of hierarchy of requirements and abilities, and as individuality display, and as metaphysical
Philosophical principle, and as ecstatic top of a mental condition of the person, and as the prime target of pedagogics and the educational policy.

Value of creativity dvuedina: on the one hand, creativity is unconditional value of any society at all times and epoch, with another - creativity is a transcendental value, both from a position of the creative person, and from a position of surrounding people »[57].

Formation of creative competence of the teacher of an elementary school gives to self-educational activity a valuable orientation. SaYOmoobrazovatelnaja activity of the teacher of an elementary school allows preobrayozovat set of external pedagogical influences in the changes of tsennoyostno-motivational sphere expressed in personal relations.

Formation and self-education of the teacher, being factors of its lichnostno-professional development, at the same time are considered as the values caused by the social order of a society. Realising the educational policy of the state, the teacher urged to develop both in itself and in the pupil aspiration to self-development and the self-improvement, stimulating realisation of personal requirements of the trainee.

Analyzing concept "value", we will stop on opinion of the overwhelming majority of modern researchers-philosophers, psychologists and teachers (O.S.Anisimov, V.P.Tugarinov, V.A.Vasilenko, O.G.Drobnitsky, etc.), koyotorye, expressing the uniform point of view, consider, that value is a subektyono-objective category and by the nature is objective. The Aksiologichesky analysis of self-educational activity of the teacher of an elementary school as isyotochnika allows to notice formations of its creative competence, that its specificity consists that this process is supported by internal motivation, has no strict regulation. The teacher of an elementary school at realisation of self-educational activity has the right to choose tsennostyonye reference points, sources of the information, the form and methods of achievement of the purposes.

To solve a problem of formation of creative competence of the teacher
Elementary school follows, considering a valuable component of its motives, the structure and which comprehension is formed during professional dejayotelnosti. Great value the values reflecting requirement in proyovedenii of researches, creativity as have desires to ego-trip and samorealiyozovatsja in professional work. Value creative samoobrazoyovanija acts as one of factors of stimulation of growth pedagogical kvayolifikatsii teachers of an elementary school.

The analysis of pedagogical ideas and values of formation allows to draw a conclusion that throughout all history of a human civilisation, since antiquity times, universal values were moral reference points for construction by the person of the Image of the world. Expectation new, interest to it underlies valuable orientations and motivation of the teacher of an elementary school in self-educational creative activity. On the emotional and valuable orientations forming motives, creative activity in which the informative requirement of the teacher "meets" the maintenance of self-educational activity answering to this requirement is based. Valuable orientations of the person are connected with the facts of its real behaviour. On the one hand, they characterise an orientation and the maintenance of informative activity of the subject, and with another - act as regulators of its behaviour [138, с.16]. In this quality the psychological maintenance of valuable orientations is closely connected with motivational sphere of the person. Thus valuable orientations are not adequate to motives. Within the limits of our research the problem of revealing of the valuable bases stimulating the teacher of an elementary school to development of creative abilities, to formation of creative competence of self-educational activity is actual.

The presented pedagogical model of formation creative kompeyotentnosti teachers of an elementary school in self-educational activity (fig. 1) is purposeful, dynamical, complete and samorazvivaju -
shchejsja. For maintenance of successful achievement of the purpose put in pedagoyogicheskoj to model, it is necessary to develop technological posledovatelyonost transition from one stage of perfection of creative competence of the teacher of an elementary school to other stage, creating increase conditions urovyonja creative competence of self-educational activity. RazrabotYOke in self-educational activity the following paragraph is devoted technology of formation of creative competence of the teacher of an elementary school.


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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

More on topic 2.1 Pedagogical model of formation of creative competence of the teacher of an elementary school in self-educational activity and pedagogical conditions of its realisation:

  1. 2.2 Pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity
  2. 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
  3. the Chapter II Empirical check of model of formation of creative competence of the teacher of an elementary school in self-educational activity
  4. Kazantsev Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The dissertation author's abstract on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014, 2014
  5. CHAPTER 1. THEORETICAL PRECONDITIONS OF FORMATION OF CREATIVE COMPETENCE OF THE TEACHER OF THE ELEMENTARY SCHOOL IN SELF-EDUCATIONAL ACTIVITY
  6. Structure, criteria and levels sformirovannosti creative competence of the teacher of an elementary school of self-educational activity
  7. Creative competence of the teacher of an elementary school as pedagogiyocheskaja a problem
  8. Self-educational activity of the teacher of an elementary school and its feature
  9. 2.2. Pedagogical interpretation of efficiency of pedagogical maintenance lichnostno-professional Competence of the future officers of educational process of military high school
  10. pedagogical conditions of efficiency of model of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  11. 2.1 Stages of realisation of experimental work according to efficiency of pedagogical maintenance lichnostnoyoprofessionalnoj competence of the future officers of educational process of military high school
  12. pedagogical conditions of efficiency of pedagogical maintenance of children of average school age in nonlearning activity
  13. realisation of pedagogical conditions of formation of readiness for professional self-determination of the minors condemned to imprisonment, in an educational colony
  14. pedagogical maintenance of lichnostno-professional competence of the future officers at stages of educational process of military high school.