Structure, criteria and levels sformirovannosti creative competence of the teacher of an elementary school of self-educational activity

Professional qualification is the integrated formation including professional experience, motivation, personal qualities and other professional characteristics. It directly influences quality and productivity of activity of the worker, provides readiness and ability of performance of various professional problems.

professioyonalnyj the standard of pedagogical activity includes the competence, obesyopechivajushchie the successful decision of professional problems in the following oblasyotjah: statement of the purposes and problems of pedagogical activity; motivation uchebyonoj activity; maintenance of an information basis pedagogical dejayotelnosti; working out of programs and acceptance of pedagogical decisions; organiyozatsija educational activity [80, with. 12-19].

To the competence of various spheres of activity promote formiyorovaniju and to formation of competence of the teacher.

At allocation of criteria and indicators of an estimation creative kompetentyonosti teachers of an elementary school requirements to the pedagogical workers, defined in the Uniform qualifying directory dolzhnoyostej heads, experts and employees are considered.

Check of interrelations allocated pedagogical kompetentsy and obyoshchego an indicator of success of pedagogical activity has shown, that all the competence are connected among themselves by system of direct significant communications and with obyoshchim an indicator of success of pedagogical activity at high level of reliability. The revealed laws have steady character.

Creation basis kriterialnoj bases for level definition sformiro - vannosti creative competence of the teacher of an elementary school sets profesyosionalnyj the standard of pedagogical activity developed on the basis of the analysis of pedagogical activity.

The professional standard of pedagogical activity developed from positions it is system-dejatelnostnogo the approach, includes set kompeyotentsy, basic functional problems providing the decision pedagogiyocheskoj activity. Requirements to competence of the teacher also opredeljajutyosja functional problems which it realises in the activity. The professional standard of pedagogical activity includes system of requirements to competence of the teacher, defining in the integrity goyotovnost to realisation of pedagogical activity and defining uspeshyonost its performance.

Researchers (O.S.Anisimov [10, with. 75-86], I.F.Isaev [60, with. 123-131], etc.) specifying in communication of structure of object and its functions, underline, that in function more than in structure the nature whole is reflected, its specificity and essence, that function is a condition of existence of structure. The thesis that only through system of functions the essence of object reveals, gives the chance to us to open most full essence creative kompetentnoyosti the teacher of initial classes.

In the sciences investigating socially-pedagogical aspect of activity of the person, under function understand the qualitative characteristic directed on preservation, maintenance and system development more often. Stability of functional components of system is defined by their communication with strukturyonymi components and among themselves. Absence of communications at any kompoyonentov with others conducts to their isolation and, finally, to replacement from system.

The basic functions of creative competence of the teacher initial shkoyoly can be understood, proceeding from the account of specificity of its activity, multiboth
razija relations and dialogue, possibilities of creative self-realisation.

UchiYOtyvaja the specified features, have been allocated by us following basic functions of creative competence: kognitivnaja, creative, issledovatelyoskaja, reflective. Each function reflects variety of the decision pedagoyogicheskih problems and underlines mnogoaspektnost maintenances of pedagogical activity in an elementary school.

Kognitivnaja function provides the informative interest of the subject constructed on the contradiction, a mismatch or discrepancy, voznikyoshem in knowledge of something; creates an emotional susceptibility to nestanyodartnym to situations and belief; causes activity cogitative dejayotelnosti.

Creative function defines creative possibilities of the teacher nayochalnoj schools which can be shown in thinking, feelings, the dialogue, separate kinds of activity and to characterise the person in whole or it otyodelnye the parties from the point of view of endowments.

Research function allows the teacher of an elementary school to leave in cultural space of self-determination in which it appears in siyotuatsii designing of own professional work, sobstyovennogo relations to the surrounding validity. Research function includes educational work which is connected with the decision tvoryocheskoj, scientific and research problems. Research activity is carried out in a uniform paradigm and understood as the approach, educational technology, a way of construction of educational process, and the organisation isyosledovatelskoj activity considered as a design problem.

Reflective function includes introspection and a self-estimation of the subject obyorazovatelnogo process. Each reached result gives rise to a stage reflekyosii, having a consequence occurrence of new plans and creative plans, koyotorye, at constant dialogue with teachers with each other in process samoobyorazovanija, is concretised in the further development of projects. Educational an active
nost gets more continuous and motivirovannyj character. This level of self-determination allows the teacher to leave on a functional position "colleague" in relation to other members of collective as this position assumes self-reflexion possibility.

Now sharply there is a problem of preparation to further obuyocheniju at the basic school of is non-standard conceiving graduates of an elementary school. Supervision within the limits of our research allow to assume, that is most successful creatively bring up the creative pupil the teacher can raboyotajushchy. In turn, formation of creative competence is most effectively carried out in self-educational activity. B.G.Ananev allocated following links of pedagogical management in usloviyojah cultural development of adult people:

1. Training of adults at all levels.

2. Conversion training and doobuchenie in the conditions of labour activity.

3. Improvement of professional skill of shots of all links. «All these features of modern cultural development mean new, much more, than ever in history of mankind, the requirement to intelligence of adult people, its mobility, plasticity and perekljuchaemosti» [6, with. 162-170].

For finding-out of fuller picture about readiness of teachers of an elementary school for formation of creative competence we allocate three age categories under the experience of pedagogical activity: till 25 years (the experience to 5лет), from 25 till 45 years (the experience till 20 years), over 45 years (the experience over 20 years). DanYOnye our research show, that 77,4 % of teachers of an elementary school of the first category do not test requirement for self-education and such teachers are not ready to form the creative competence directed on the organisation tvoryocheskoj to activity of pupils, of the second category make - 21,2 %, in the third - 33,3 %.

Teachers of the first category (till 25 years) consider, that all necessary for competence at them are generated in high school whereas A.M.Novikov marks:
«The society in which the erudition becomes the original capital and the main resource, shows new, besides rigid requirements to schools in sense of their educational activity and responsibility for it. Today neyoobhodimo anew to comprehend, that such doctrine and that such the trained person» [87, with. 303].

The second category (from 25 till 45 years) has an operational experience, for it actually professional development, realisation of creative potential in samoobrazovayonii.

The third category (over 45 years) in spite of the fact that it has reached opreyodelennogo the social and professional status, is ready to share opyyotom with the teachers concerning the first and second category, and simultaneously demands constant development. Thus, teachers different age kayotegory feel requirement for formation of creative competence.

At revealing of structure of creative competence of the teacher nachalyonoj schools we consider substantive provisions of the professional standard of pedagogical activity, the basic functions of creative competence and preference of different age categories of teachers at formation tvoryocheskoj competence.

As structural components of creative competence uchiteyolja an elementary school in pedagogical model it is allocated tsennostnoyomotivatsionnyj, kognitivno-constructive, is reflective-target komponenyoty. For definition of criteria and indicators sformirovannosti creative competence of the teacher of an elementary school in self-educational dejatelnoyosti we will consider more in detail the maintenance of structural components of creative competence of the teacher of an elementary school.

Opening structure of creative competence of the teacher of an elementary school, we leant against the standard position that value defines a remedial component of activity. The essence of a tsennostno-motivational component is defined by concepts "value" and
"Motive". In different sources the concept "value" is treated as importance, the importance, advantage, utility something. Outwardly value acts as property of a subject or the phenomenon. Values are value judgment of concrete properties, the phenomena, qualities. The system of values carries out a role of daily reference points in the subject and social validity of the person, including pedagogical activity. Divide "Materialnyetsennosti" and "Cultural wealth". The concept "Obshchechelovecheskietsennosti" Is known. 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.

There is a set of variants of division of concept "value" on the different bases on a category. Allocate values on spheres of their existence, by origin, on their carriers, divide values on positive and otritsayotelnye. In philosophy value specifies on personal, sotsialnoyokulturnuju the importance of certain objects and the phenomena.

Analyzing concept "value", we will stop on opinion of the overwhelming majority of modern researchers-philosophers, psychologists and teachers (O.S.Anisimov, V.A.Vasilenko, O.G.Drobnitsky, V.P.Tugarinov, G.N.Filonov, etc.) which consider, that value is subektnoyoobektnoj a category and by the nature it is objective. Valuable functions of subjects are connected with subjective factors - desires, requirements, emotions which serve as means of comprehension of this function, and it napravyolennosti on validity subjects. The subjective party of the relation is made by ideal incentive forces (motives of activity), and otnosheyonie the person can be named by motivatsionno-valuable (V.A.Slastenin, E.N.Shijanov). G.I.Shkolnik considers, that values are decisions of the individual, its choice of that, in its opinion, is important and correct. These resheyo
nija, accepted in the past and defining behaviour of the person in the present, make the big impact on all his life, on relations with associates, on what person it becomes, «values are not something, that mozhyono to see, and consequently they escape understanding. They can be distinguished, only studying reactions and the approaches of the individual underlying its behaviour» [141, with. 34-36]. For our research that finds expression in values a measure of determination is the most significant, readiness of the person for independent knowledge of the new. In this value those orientations which obuslovliyovajut human behaviour, name valuable.

In the scientific, pedagogical literature there is enough wide scatter in sights at structure and the maintenance of values. Therefore, starting to aksiologicheskomu to the analysis of creative competence of the teacher of an elementary school, we are guided by substantive provisions about values sovremenyonogoobshchestva, formulated by N.D.Nikandrovym who finds boyolee correct orientation to rather few, most significant values which represent the generalised purposes of education. It is especially true what simply to borrow any set of values from any one source, apparently, in any way it will not be possible for quite pragmatical reason: the disorder of opinions nevertheless will be great, and at all only on details [86, with. 6].

Let's notice, that the values promoting formation of creative competence of the teacher of an elementary school, are connected with the nature and osobennostjayomi the person. The person is free in a choice, to consider or not the creative competence as value. Interest to creative activity increases as such activity becomes value for the concrete person - concepts "value" and "motivation" are closely connected among themselves. As truly underlines C.A.Shakeeva, valuable orientations basically obuyoslovlivajut formation of motives of a valuable choice [138, with. 21].

Motivation (from an armour. "Engine") defines processes, methods, the means inducing trained to active, of informative, creative activity. In the general plan the motive is that defines, stimulates, induces the person to fulfilment of any action included in activity defined by this motive. In a role of motives installations, ideals [95 act in interrelations of value, requirement, aspiration, interests, with. 140]. According to L.I.Bozhovich, «as motives subjects of an external world, representation, idea, feeling and experience, say, all in what has found an embodiment requirement» can act. The motive is always internal prompting to action [22, with. 45].

The theory of motivation created by R.Solomonom, has received the development in A.N.Leonteva, A.V.Petrovsky and S.L.Rubinshtejna, N.V.Bordov's works skoj. In works of scientists the motive is understood as the realised prompting to dejayotelnosti, arising in certain conditions. Researches of motives and motivations are spent in four basic directions: physiological, behavioural, psychological and social. All variety of the motives inducing to formation of creative competence of the teacher of an elementary school, it is possible to present three groups:

- Wide informative motives which are shown as udovletvoyorenie from the process of training and its results; based on potrebnoyosti creative judgement and understanding the situations focusing on sposoyoby gettings of knowledge;

- Social motives, are defined creative making obrazovayotelnoj elementary school environments, comprehension world outlook, prakticheyoskogo values of the creative approach to pedagogical activity;

- The motives of self-education based on reception of pleasure from self-realisation in the course of creative knowledge, which sources nahodjatyosja in the person also are expressed in positive and negative emotions.

Considering creative competence of the teacher of an elementary school from positions of valuable motivation, it is necessary to notice, that its specificity zakljuchayoetsja that this process has no strict regulation. The teacher nachalyonoj schools has possibility to choose the program, textbooks and valuable reference points as conceptual base of teaching and educational process. On emotional experience and the valuable orientations forming motives, creative activity in which informative poyotrebnost teachers of an elementary school "meets" with answering to this potrebyonosti the activity maintenance is based. Valuable orientations of the person are connected with the facts of its real behaviour. On the one hand, they characterise napravyolennost and the maintenance of informative activity of the subject, and with another - vyyostupajut as regulators of its behaviour. In this quality psychological soyoderzhanie valuable orientations it is closely connected with motivational sphere lichyonosti.

With the help prognosticheskoj estimations of results of the planned activity defined by that or other motive, their personal importance the person as a result carries out a conscious choice of a direction of the aktivnoyosti. Developing structure of creative competence of the teacher of an elementary school we consider, that success of educational activity in mnoyogom is defined by an originality of perception of problems, depth and sistemnostju knowledge and necessary abilities of their application in non-standard situations.

For disclosing of a kognitivno-constructive component of creative competence of the teacher of an elementary school we will analyse concepts of "knowledge" and "constructibility". In knowledge S.I.Ozhegova's explanatory dictionary are defined as results of knowledge, scientific data. Most full opens structure of concept of "knowledge" the definition formulated in the Big Enyotsiklopedichesky dictionary (BES): «the Knowledge is a form of existence and sisteyomatizatsii results of informative activity of the person. Allocate razyolichnye knowledge kinds: ordinary ("common sense"), personal, implicit, etc.

In scientific knowledge are inherent logic validity, dokazatelnost, vosyoproizvodimost informative results. Knowledge obektiviziruetsja znakoyovymi language means ». Knowledge functions are diverse basically the purposes of knowledge serve and promote formation of creative competence, osyonovannoj on judgement of available knowledge [121, with. 471].

The main pedagogical function of the teacher of an elementary school management of educational process. Not to learn, and to direct uchene, not to bring up, and to supervise over education processes, it is necessary for teacher to have full, deep, scientific knowledge, to develop in itself creative imagination, to think out non-standard situations and to offer unusual decisions. The successful teacher of an elementary school is always active, inventive, sharp, strong-willed, persevering, the creative person, capable to clear up interests to conduct behind itself, ready to the independent decision of educational problems. Means for the decision of these problems is adaptability to manufacture in realisation of the knowledge directed on development of creative abilities of younger schoolboys. For formation of creative competence of the teacher of an elementary school presence of three groups of knowledge is necessary:

- Sources of an estimated choice of a way of action;

- Presence of the facts containing the valid or seeming contradictions;

- The problems arising on «intersubject level».

The first group of knowledge includes the information on ways of action, harakyoteristiki these ways, toolkits for an estimation and the comparison, available ways of actions.

The second group of knowledge represents a deep, rich material for creative judgement and application in educational activity.

The third group of knowledge allows to solve completely educational proyoblemy, creatively to integrate knowledge of various educational areas.

Knowledge is considered as the basis for orientation of the person in system tsenyonostej.

As synonyms of concept "constructibility" are considered - efficiency, fruitfulness, applicability, utility. In a Russian explanatory dictionary jazyyoka the concept "constructive" is defined as creating a basis for dalyonejshej works; fruitful, productive [90, с.291]. For disclosing of essence of a kognitivno-constructive component creative kompetentnoyosti teachers of an elementary school are important following characteristics konstruktivyonoj persons: ability accurately to formulate the purposes and problems; ability vydeyolit important and to lower the insignificant; efficiency and logicality of actions and statements; ability to establish the reason of errors and defects and to find reyolevantnye and actual ways of an exit from problem situations.

From the point of view of orientation of pedagogical activity on opredelyonyonyj result the concept "constructibility" is similar to concept "tehnologichyonost". Key feature of technological construction of pedagogical process is consecutive orientation on accurate objects in view.

The kognitivno-constructive component of creative competence uchiyotelja an elementary school includes informative, educational and samoobrazovayotelnuju activity and is characterised by system of knowledge, technology of their creative application. In the modern pedagogical theory the system znayony is considered, proceeding from science functions on which base it is created uchebyonyj a subject and includes interrelation of methodological, scientific-theoretical and practical knowledge (N.V.Kuzmin, JA.L. Truck farmers, M.N.Skatkin, V.A.Slastenin, Island L, etc.), a combination scientific-theoretical and konstruktivnoyoprakticheskih, or (V.V. Kraevsky's) standard knowledge, the substantial and operational knowledge (M.K.Skatkin) fundamental and instrumentalyonyh of knowledge, theoretical and practical knowledge (G.T.Abdullina, O.L.Janushkjavichene).

The technology of the decision and the analysis of everyone separate educational situayotsii or problems staticizes system of knowledge of the teacher of an elementary school and treyobuet performance of such cogitative logic operations as the analysis, sinyotez, abstraction, generalisation, and simultaneously forms creative komyopetentnost. The Great value is given to designing logic strukyotury maintenances of subjects and nonlearning activity on a basis neyostandartnyh approaches to a situation (to D.V.Grigorev [43, c.120]).

For formation of creative competence of the teacher of an elementary school the educational information received in the course of studying okruzhajuyoshchego of the world, the literature, the fine arts, technology, music and got in the research activity, demanding samostojatelnoyogo judgements and reflexions is used.

Considering what exactly submits to the purpose formation process tvorcheyoskojkompetentnosti teachers of an elementary school, the analysis of the maintenance of a reflekyosivno-target component is begun with its target component. ObrazovaYOtelnye the purposes are concrete, planned, expected results or tseyolevye reference points which aspire to reach in the course of training. In another way the formation purpose is considered by the American scientists C.Tompl, K.Meredit, D.Still, authors of technology «Reading and the letter for critical thinking». They consider, that the first result of school training should be maksiyomizatsija abilities of pupils to be thinkers, to solve various proyoblemy, to deepen and expand understanding, to bring innovative ideas, priniyomat decisions and effectively to communicate. For achievement of the similar purpose of school should create such obrazovatelno-developing environment, which sposobstyovuet to development of intelligence and thinking trained in which the information becomes the catalyst of occurrence of discussions and an exchange of ideas, instead of its final result.

By working out of the purposes principles of decomposition and taksonoyomii the purposes are used. The decomposition principle assumes construction of "a tree of the purposes»,
When the general global purpose breaks into a number of the local purposes (problems). ReYOshenie each problem brings the contribution to overall aim achievement. The principle taksoyonomii the training purposes was is developed by the American scientists under rukovoyodstvom B.S.Bluma and represents ordering of the purposes of training in which basis the sequence of levels of mastering of a teaching material lays. In this case the problem is a step on a way purpose achievement. The taxonomy of the purposes as sistemoobrazujushchy the factor allows to define the maintenance of pedagogical process. The purpose is a prospective result of activity. Processes poyostanovki and realisations of the purposes are difficult and multiplane. Purpose presence does not lead to automatically desirable result, but it spoyosobstvuet to desire of the teacher and the pupil to carry out the conceived. As spravedyolivo marked A.V.farm, «tselepolaganie in training is an establishment the teacher and pupils of overall objectives and training problems at its certain stages. It is necessary for designing of educational actions uchayoshchihsja and is connected with the external social order, educational standaryotami, with specificity of internal conditions of training - a level of development of children, motives of their doctrine, features of the studied theme, available tutorials, pedagogical views of the teacher etc. »[132, with. 154-173].

From the point of view of E.A.Krjukovoj, the analysis of modern pedagogical knowledge has shown, that in pedagogics till now there is no the complete theory opening a parity of the pedagogical purpose and pedagogical means. Purposes within the limits of traditional pedagogics are reached by the certain kinds of subject activity based on studying of concepts and rules. The personal model of formation pursues other aims, main of which - mastering by experience «to be the person», formation of vital self-organising of the individual.

Activity in personal model is realizable only in the conditions of a personal inclusiveness of pupils and teachers in formation process. Activity on the personal. To creative formation acts as
The internal plan of any activity in training. Its subject is tvoryocheskoe smysloobrazovanie, development of personal properties of the individual. An ultimate goal of such activity - formation of creative relations of the subject [68, with. 86].

Achievement, an object in view, is traced by the subject obrazovayotelnoj activity in introspection process. We will consider essence of concept "reflexion". «The reflexion (English gejesiop) - the cogitative (rational) process directed on the analysis, understanding, comprehension of: own actions, behaviour, speech, experience, feelings, conditions, abilities, character, relations, the problems, appointment...» [38, with. 46]. In scholastic filosoyofii the reflexion is understood as obrashchennost reason on own soyostojanija (for example, concepts), arising as result obrashchyonnosti reason on objects (the subject maintenance). I.Kant defined a reflexion as «.osoznanie relations of the given representations to various sources poyoznanija, and only thanks to it their relation to each other can pravilyono be defined. To any further reference we should solve a question with the representations:« To what informative ability they together belong? Who connects them is mind or sensuality? »[38, with. 69]. On - njatijno, remedially and functionally the reflexion is connected with samonabljudeyoniem, introspektsiej, retrospektsiej and consciousness. Reflexions are devoted O.S.Anisimov's modern researches. In its works reveal strukyotura reflexions and reflective functions, the maintenance of reflective culture and reflective self-organising.

At formation of creative competence of the teacher of an elementary school we will lean against three interdependent and protsessualnoyoposledovatelnye reflexion functions «action knowledge», «critics of action», «action rationing». As well as any reflective process, creative activity includes elements tselepolaganija, planning, an estimation of achievement of planned results, finding-out of the reasons of difficulties,
Estimations of these difficulties, substantial and remedial trajectories of activity, strategy of possible correction of difficulties. In the maintenance of the given component of formation of creative competence we consider essence of a reflexion on O.S.Anisimov as «... Process of correction of a way of action via reconstruction of a course of action and the reasons of difficulties» [10, with. 139]. The reflexion helps the teacher of an elementary school to overcome difficulties in creative activity by means of the analysis of actions on object in view achievement. The teacher commensurates the actions with objects in view and the conventional norms.

On the basis of the spent theoretical analysis psihologoyopedagogicheskoj the literature and the allocated components, we consider, that for our research creative competence of the teacher of an elementary school is a personal new growth which is understood by us as professioyonalno the significant quality of the person generated in self-educational activity, uniting system display kreativnosti and proyoduktivnoj the activity, creating base for judgement educational siyotuatsii from the different points of view, promoting development younger shkolniyokami, with the account of age features and the possibilities, new kinds dejayotelnosti. The structure of creative competence of the teacher of an elementary school includes tsennostno-motivational, kognitivno-constructive, refleksivyono-target components.

The estimation and measurements of creative competence of the teacher of an elementary school demands working out of the corresponding criteria used in quality «a choice of one of alternatives or definition of conformity something fixed to something» [9, with. 68]. In sensible sensible the dictionary of Russian of S.I.Ozhegova, N.J.Shvedovoj, the standard the Exact sample of the established unit of measure is defined as «, such exact measure», and criterion is «the Criterion of an estimation, judgement», [90, with. 307, with. 913]. In our research the criterion is considered as a sign, on which basis
The estimation is made.

Defining criteria sformirovannosti components creative komyopetentnosti teachers of an elementary school, we considered characteristics tvorcheyoskoj activity, feature of formation of creative competence of adults in self-educational activity, maintenances of professional work of the teacher of an elementary school, indicators of readiness of the teacher nayochalnoj schools to formation of creative competence (N.F.Ilyin [58, with. 80-86]). With the account of the analysis of the pedagogical and psychological literature on a problem of formation of creative competence of the teacher initial shkoyoly, according to the allocated structural components and sobstvenyonym experience, us reveals three criteria sformirovannosti creative komyopetentnosti teachers of an elementary school: an orientation on creativity in proyofessionalnoj activity of the teacher; functional readiness of the teacher for the decision of creative problems; verbal kreativnost.

The criterion of an orientation on creativity in professional dejatelnoyosti teachers is characterised by such indicators, as creative napravlenyonost persons; creative possibilities of the person; valuable orientations. Values act as criteria of an estimation as all life of the person, and otyodelnyh its acts and actions as they give the bases for a choice alyoternativnyh ways of action, for selection and an estimation of these alternatives. This activity otsenivanija is carried out by the person from the point of view of utility and the importance. Values are criteria of an estimation and surrounding dejstviyotelnosti: through system of values all "is filtered" perceived and peyorerabatyvaemaja the person the information.

In values all life experience of the person, this kompoyonent structures of the person, from positions of scientists is summarised, «represents some axis of consciousness round which thoughts and feelings of the person rotate and from which point of view many vital questions» [10 are solved, with. 197-198]. A.G.Zdravomyslov and V.A.Jadov consider, that presence settled tsennostyo
nyh orientations characterises a maturity of the person and provides it ustojchiyovost and stability. Values are the centre of structure of the person and opreyodeljajut its orientation. The relation to creativity as to value harakteriyozuet a valuable orientation of the person of the teacher of an elementary school. In pedayogogicheskoj to the literature following features valuable nayopravlennosti persons are defined: communication with the world of human values; prinadlezhyonost to sphere of human consciousness; otnesennost to human povedeyoniju or their practically-effective character; the moment of a choice present at them [51, with. 134-137].

In the western science for a designation of a category of an orientation of the person the term "attitjud" is used. U.Thomas and F.Znanetsky define attitjud as psychological experience of value, value, sense of object or as a condition of consciousness of the individual concerning some value [8; with. 291]. In this connection P.M.Yakobson's considering thought is interesting, that the orientation is «such difficult formation in the person which should outline osoyobennosti tendencies of behaviour and the actions of the person defining in sotsialyonom the plan its shape on essential lines: its relations to other people, to, to the future and so on» [148, with. 185]. According to the scientist, nayopravlennost persons it is shown in steady interests and requirements, for features of the purposes which the person before itself puts, in installations and otnoyoshenijah persons, in various motives of behaviour. Hence, nayopravlennost persons are wider, than installations, the relations separately taken. Acknowledgement of this idea, we find at S.L.Rubinshtejna including in an orientation closely connected two among themselves of moment: subject soderyozhanie, internal and external dynamic tendencies. Internal tendencies correspond to not realised fixed installations. External tendenyotsii, caused by ideals, outlook, belief of the person, sootyonosjatsja with social installations, attitjudami, relations of the person. Besides, S.L.Rubinshtejn's installation understands as allocated of
Dynamic tendencies the moment, a condition of dynamic rest. «Not being itself movement in any direction, installation comprises nayopravlennost» [105, with. 106]. Relations of the person are dynamic tenyodentsii. 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 harakyoterno in this validity to behave »[21, with. 7]. V.N.Mjasishchev and A.A.BoYodalev was considered by relations of the person as internal povedencheyoskogo a regulator, as the conditions previous its acts not only in elementary natural, but also the social situations. The relation, ponimaeyomoe as« the system of time communications of the person as person-subject with all validity or its separate parties », explains just napravyolennost the future behaviour of the person [106, with. 150]. Besides, as truly underline M.I.Bobneva and O.I.Zotova, relations of the person to the surrounding validity make the orientation maintenance [56, with. 247].

Thus, if relations is the mechanism characterising nayopravlennost the subject from the point of view of movement and the maintenance installation is the moment in the movement, redistributing the importance subject soderyozhanija orientations: «the importance of the various moments is redistributed, accents and intonations differently are as though placed, other is allocated in kacheyostve the essential.» [105, with. 106].

Hence, concepts "orientation", "relations", "motive" vzaimosvjazanny and vzaimoobuslovlenny.

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 younger schoolboy ready to creation of historical representations. Formation of historical representations gives to educational process in an elementary school tsennoyostnuju and an educational orientation. Activity of younger schoolboys
Allows to transform set of external pedagogical influences to the changes of tsennostno-motivational sphere expressed in personal otnoyoshenijah.

The criterion of functional readiness of the teacher to the decision of creative problems is reflected in such indicators, as scientific-theoretical, methodical preparation and personal readiness of the teacher for creative activity. The criterion defines level of selection of the maintenance of formation, the level, available knowledge, the facts about the organisations of creative activity, level of abilities correctly to represent the chosen maintenance with the account of age features of the younger schoolboy. « Younger school age - the period vpityvanija, accumulation of knowledge, the period of their mastering. Successful performance of this important function is favoured by prominent features of children of this age: trustful submission to the authority, the raised susceptibility, attentiveness, fondly game relation to much from this what they face »[73, with. 146]. At this age children with readiness and interest seize new knowledge, skills, solve rebuses and think out and guess riddles. It is promoted by the thinking non-standard, the raised susceptibility and an emotional impressionability of younger schoolboys. Younger schoolboys often are at a loss in allocation essential, main, but the set of creative decisions is born: why it is considered the main thing minor (A.V.Beljaev [18, with. 67-73]). That such work with pupils was possible the teacher carefully selects the information for a lesson and thinks over methods of its representation that promotes creative development of younger schoolboys. For example, comprehension trained to the information in a special way, designed by the teacher, and transformation of a studied material provides active creative inclusion of the pupil in productive activity.

Designing of the maintenance of formation begins with ability
The teacher to define a direction of creative activity, its specific goals and problems at each stage of educational process, to predict (from grech. Words pro - forward + gnosis - knowledge) its results, i.e. what the teacher particularly wishes to reach, he wishes to receive what changes in formation and development of the person of the pupil. For example, in a class the majority of pupils prefers work on the sample and do not show interest to creation (inventing) new, that reduces efficiency of educational process. On the basis of this diagnosis the teacher offers the information in such kind when reproductive work is impossible, and the very first element of the task should be found independently, proceeding from certain conditions. If it is a question of stimulation of informative interests, it can concentrate the efforts to giving to fascination and emotionality training. Similar creative activity in work of the teacher is carried out constantly. Without it dynamics and perfection of the purposes, formation methods cannot be provided.

In designing of the maintenance of formation the leading part belongs to is constructive-designing activity of the teacher. If, for example, the teacher predicts motivation growth in creative activity of younger schoolboys before it there is a problem of designing difficult for pupils of the given age of the maintenance and giving to it of fascinating forms. Depending on concrete conditions of educational process the teacher can provide teamwork of pupils of different classes, preparation of a literary and art concert, meeting-discussion carrying out, the organisation of excursions to raise pithiness and fascination of creative activity of pupils. It is natural, that for this purpose it is necessary for teacher to understand well psihologo-pedagogical aspects of the organisation of creative activity, to use forms and the methods developing creative imagination, is constructive-designing abilities of pupils. Organising activity of the teacher is connected with
Involving of pupils in the planned creative activity and stimulation of their activity. For this purpose it is necessary for teacher to develop variety of abilities. In particular, it should be able to define specific targets on development of the initiative of pupils, planning of joint activity trained, to be able to distribute tasks, commissions, to operate a course of creative activity. Very important element of this activity is also ability to inspire pupils to work, to bring in it elements of romanticism and to carry out the tactful control of its performance. Domination in structure of pedagogical activity of actions of the teacher directed on professional updating, connected with information designing, change of the ways of activity, statement and the decision of pedagogical, psychological, organizational, subject problems, is closely connected with ability to analyze results of the creative activity and creative activity of the younger schoolboys who are carried out for achievement of an object in view (V.V. Tigrov [128, with. 43­48]).

The criterion verbal kreativnosti reveals through following indicators: originality, universality, efficiency. Ability to introspection of is professional-pedagogical activity and the person, to the reflective analysis of process of the self-education directed on formation of creative competence, allows the teacher of an elementary school to fix problems and self-development stages. Activity and independence of the teacher in the course of formation of creative competence depends on a number of external conditions, but in bolshej degrees is defined by its personal qualities, such as sensibleness and desire to consider information with different points of view, to open in it new senses and qualities. Sformirovannost an otsenochno-reflective position of the teacher allows to correct process of its formation of the creative
Competence, sorientirovav it on objects in view (I.F.Ilyin [58, with. 80-86]).

Formation of creative competence is directed on activization of internal personal resources of the teacher to the full to realise itself in a trade. The purpose of formation of creative competence of the teacher is qualitative transformation by the teacher of private world, for achievement of qualitatively new level of the professional competence, the professional skill providing ability to improve a pedagogical reality. In the course of formation of creative competence there is a formation of the teacher of an elementary school, the teacher not only as subject of professional work, but also as persons. Finding out divergences between requirements and the readiness to correspond to these requirements, between reached and possible results, between the representations about creative activity and a reality, the teacher reveals the latent internal reserves and starts to work on perfection.

In the course of formation of creative competence of the teacher of an elementary school there is a change of stereotypes of the thinking, the developed installations, creative interests, motives of behaviour which become dominating in creative professional work. An optimum condition of formation of creative competence of the teacher of an elementary school is professional work which is prestigious among colleagues and parents of pupils and simultaneously represents possibility of self-expression and application of the abilities (K.A.abulhanova Slavsky, A.A.Bodalev, S.S.Kashlev, T.S.Panin, K.K.Platon). Throughout a life value of creative activity for the person changes «depending on that, how much eventually the person considers, that it already realised itself(himself) in a trade.» [2, with. 153]. That creative activity developed, it is necessary, that it was enough difficult,
Demanding for realisation conceived mobilisation of informative forces and experience of the person (h.p. Vygotsky, L.M.Perminova, E.V.Slavutsky, K.Obuhovsky). As the Major factor of creative development of the person its constant tendency to object in view achievement acts.

The criteria allocated during analitiko-synthetic activity sformirovannosti creative competence of the teacher of an elementary school stayoli initial for their studying urovnevyh displays. According to vydeyolennymi criteria and indicators we will define levels sformirovannosti creative competence of the teacher of an elementary school: low, average, vysoyoky.

The interrelation of criteria, indicators and levels sformirovannosti tvoryocheskoj are presented competence of the teacher of an elementary school in table 1.

Table 1

Criteria, indicators and levels of formation creative kompetentnoyosti teachers of an elementary school

Criteria and indicators AT R ABOUT IN N AND Techniques
The low Average The high
Nap ravlennost on creativity in professional work of the teacher
Creative napravlenyonost lichnoyosti Practically otsutstyovuet internal moyotivatsija. Poorly proyojavljaetsja and external motivation. Low level of aspiration to participation in creative activity. OtsutYOstvuet interest to creative samorazyovitiju in samoobrazoyovanii. Is absent realised potrebyonost in creative self-education. Low degree udovyoletvorennosti proyofessionalnoj dejayotelnostju. OtsutstYOvuet requirement for the organisation tvorcheyoskoj activity of younger schoolboys In insignificant degree prisutstyovuet internal motivation. neznayochitelno projavljayoetsja external moyotivatsija. FragmenYOtarno aspiration to participation in tvorcheyoskoj activity. Is present slayobyj interest to creative samoyorazvitiju in samoyoobrazovanii. poyotrebnosti in tvoryocheskom samoobrayozovanii osoznanyony in small stepeyoni. Low steyopen udovletvoyorennosti profesyosionalnoj dejayotelnostju. Frag - It is to the full shown poyotrebnost in foryomirovanii creative kompeyotentnosti. PriYOsutstvuet also it is swept up in activity internal motiyovatsija to formiroyovaniju creative competence. It is observed poyostojannoe stremleyonie to participation in creative dejayotelnosti. InteYOres to creative self-development in self-education strongly pronounced. It is realised neobyohodimost in tvoryocheskom samoobra - Technique diyoagnostiki lichyonostnyh kayochestv teachers. Zverev V. I. Organizatsionyono - pedagogical activity of the head of school. M.:Новая shkoyola, 1997. - S.61-63

mentarnaja potrebyonost in organizayotsii creative activity younger shkolniyokov zovanii. High degree of satisfaction professional work is appreciable. Exists postoyojannaja requirement for the organisation creative dejayotelnosti younger schoolboys
Creative possibilities of the person Reaction in dejatelnoyosti slow, otsutyostvujut ljuboznatelyonost and nabljudatelyonost. Thinking neyosamostojatelnoe, mind superficial and nekriyotichnyj. Is absent completely or chasyotichno ability obekyotivno to estimate and another's thoughts, tshchayotelno and comprehensively to check all vydviyogaemye positions and conclusions Reaction on proisyohodjashchee not so fast, is infrequently shown ljuboyoznatelnost. NaYObljudatelnost it is selective (vyyodelenie osobennoyogo in subjects and the phenomena). MyshYOlenie not always the independent. Not always prisutyostvuet ability obyoektivno to estimate and another's mysyoli, carefully and comprehensively proyoverjat all vydviyogaemye positions and conclusions Speed of reactions, inquisitiveness, observation (allocation osoyobennogo in predmeyotah and the phenomena) is brightly expressed. Thinking samoyostojatelnoe, mind - deep, kritichyonyj. There is an ability objectively to estimate and another's thoughts, tshchayotelno and vsestoyoronne to check all put forward positions and vyvoyody
Valuable orientations Weak activity in collective work, nekomfortnost in rayobote in steams and group is observed nebolyoshoe aspiration to creative work. Communicative abilities not vysoyokie: there is not enough abilities in work with the information There is truyodoljubie, at the same time nedostatochyonaja activity in collective rayobote, an ability raboyotat at steams. Not always correctly defines the place in group work. KommuniYOkativnye sposobyonosti: ability to be promised and work with the information are expressed not brightly Ability to work in steams and group is observed truyodoljubie, aktivyonost in kollektivyonoj to work. Brightly vyyorazheny kommuniyokativnye sposobyonosti: ability to be promised and work with the information
> unktsionalnaja readiness of the teacher for the decision of creative problems
Nauchnoyoteoretichesky preparation The knowledge of bases organiyozatsii maintenances creative dejatelnoyosti is unsystematic. Psiyohologo-pedagogical Superficial superficial knowledge of bases of the organisation and the maintenance tvoryocheskoj it is active - System, gluboyokie knowledge of bases of the organisation soyoderzhanija tvorcheyoskojdejatelnosti. The questionnaire diagnoyostiki gotovnoyosti teachers nayochalnoj schools to the creative

Knowledge not ispolzujutyosja as means own tvorcheyoskogo professionalyonogo developments. Not proyojavljaetsja activity and independence in professionalnoyolichnostnom samosoyovershenstvovanii. External conditions do not render appreciable influence on degree of activity of the teacher. The program samoobrayozovanija teachers or is absent, or soyostavlena it is formal sti. Psychologoyopedagogichesky knowledge ispolzuyojutsja as means creative proyofessionalnogo developments not in polyonoj to a measure. External conditions render hardly noticeable influences on activity degree uchiteyolja. The program sayomoobrazovanija teachers is made without the account konkretyonyh conditions. At the teacher nabljudayoetsja aspiration to realisation proyogrammy samoobrayozovanija, but realiyozuetsja it is weak Psychologoyopedagogichesky knowledge ispolzuyojutsja as means creative proyofessionalnogo developments to the full. The program of self-education of the teacher differs integrity, konyokretnostju and tvoryocheskim the approach. The teacher actively realises proyogrammu samoobrayozovanija Activity
Methodical preparation The basic skills connected with designing and designing of the maintenance tvorcheyoskoj of activity of younger schoolboys are not developed. Pedagogical dejayotelnost teachers mayoloproduktivna. OtYOsutstvuet polozhiyotelnaja dynamics kayochestva knowledge in a subject. Participation of pupils in competitions, conferences, olimyopiadah different level epizodichno Not enough log are developed osnovyonye abilities, svjayozannye with proektiyorovaniem and konstyoruirovaniem soyoderzhanija tvorcheyoskoj activity younger shkolniyokov. produktivyonost pedagogicheyoskoj activity on an average level. It is observed neyoznachitelnaja poyolozhitelnaja dinayomika qualities znayony in a subject. Results epizoyodicheskogo participations of pupils in konkuryosah, conferences, the Olympic Games raznoyogo level have slabopolozhitelyonuju dynamics The teacher possesses the cores umeyonijami proektiroyovanija and konstruiyorovanija soderzhayonija creative activity younger shkolniyokov. produktivyonost pedagogicheyoskoj activity on high urovyone. It is observed positive diyonamika qualities of knowledge on predmeyotu. Results uchayostija pupils in competitions, konfeyorentsijah, olimpiayodah different level have polozhiyotelnuju dynamics
Personal readiness The teacher does not have aspiration to realizayotsii programs samoyoobrazovanija. Level of the general a sack - is low It is shown not considerable akyotivnost and samoyostojatelnost in the professio - It is shown znachiyotelnaja activity and samostojatelyonost in the proyofessionalno -

Rounds and the general krugoyozor. Low refyoleksivno - analytical kachestyova and kreativnost Nalno-personal sovershenstvovayonii. Level obyoshchej cultures and the general outlook is not high enough. Average reflekyosivno - analiticheyoskie qualities and kreativnost Personal soveryoshenstvovanii. External conditions render zametyonoe influences on degree of activity of the teacher. projavljayojutsja bright reflekyosivno - analytical kayochestva and kreativyonost
Verbal kreativnost
OriginalYOnost Insufficient for creative dejatelnoyosti brightness and origiyonalnost associations, neoriginalnost in a recombination of elements; nesposobyonost to establish meyozhdu elements assoyotsiativnuju communication; otyosutstvie rich creative potenyotsiala Not always brightness and originality of associations, neznayochitelnaja origiyonalnost in a feather - a combination of elements; sposobyonost to establish between elements associative connection; presence creative poyotentsiala Brightness and origiyonalnost assoyotsiatsy, origiyonalnost in a feather - a combination of elements; sposobyonost quickly ustayonovit between eleyomentami assotsiayotivnuju communication; nayolichie rich creative poyotentsiala The test verbalyonoj kreativnoyosti (RAT) S.Mednika (adaptation

A.N.Voronina, adult variyoant

Uniqueness Constant support on stereotypes, creation of often used combinations of words. SpoYOsobnost nestandartyono to express itself in unusual dejayotelnosti and situations practically otsutstyovuet Not frequent ispolyozovanie stereotiyopov, creation noyovyh combinations of words, ability non-standard vyyorazit itself in neyoprivychnoj dejayotelnosti and situayotsii is shown not always Absence stereoyotipov, fast creation of new combinations of words, ability neyostandartno vyrayozit itself in nepriyovychnoj dejatelnoyosti and situations
produktivyonost Minimum kolicheyostvo various variants of answers. Considerable koyolichestvo raznoobyoraznyh variants of answers Maximum koyolichestvo raznoobyoraznyh variants of answers

Experimental work on formation of creative competence of the teacher of an elementary school in self-educational activity with the account razrayobotannyh criteria and indicators sformirovanoosti creative kompetentyonosti teachers of an elementary school in self-educational activity, rasyosmotrena in the following chapter.

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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 Structure, criteria and levels sformirovannosti creative competence of the teacher of an elementary school of self-educational activity:

  1. 2.2 Pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity
  3. 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
  4. the Chapter II Empirical check of model of formation of creative competence of the teacher of an elementary school in self-educational activity
  5. 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
  6. 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
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