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THE CONCLUSION

Creative competence of the teacher of an elementary school represents soyoboj intellectual and pedagogical value, its level sformirovanno - sti is one of the factors influencing success pedagogical dejayotelnosti.

It includes a creative orientation of the person, tvorcheyoskie possibilities of the person, valuable orientations, scientific-theoretical and methodical preparation of the teacher, originality and uniqueness of judgements, efficiency of activity in non-standard situations. Importance and aktuyoalnost a considered problem demand methodological and teoreticheyoskogo a substantiation and serious methodical working out.

Creative competence as well as as a whole professional komyopetentsija teachers of an elementary school, leans against knowledge, skills. The creative competence differently is shown: in special style of thinking, podyovergajushchem to doubt available knowledge, skills. Therefore process of formation of the creative competence of the teacher of an elementary school in samoobrayozovatelnoj is directed activity on preparation of the teacher for initiation and the decision of non-standard original problems and situations.

For achievement of this purpose we develop pedagogical model and pedagogical technology of formation of creative competence of the teacher of an elementary school in the self-educational activity, allowing this moyodel to realise. A basis of technology of formation creative kompetentnoyosti teachers of an elementary school in self-educational activity, razraboyotannoj and realised by the author of dissertational research, the winner of municipal competition «the Teacher of year - 2005», makes specially orgayonizovannaja, the regular, self-educational, creative activity which is carried out by the teacher-master and teachers, members creative the master
skoj for the purpose of formation of creative competence of the teacher of an elementary school.

In pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity three stages are allocated. It is possible to present dynamics of formation of creative competence as consecutive transition from one stage to another, each of which is characterised by certain completeness, qualitative features of structural components of creative competence of the teacher of an elementary school and corresponding forms, methods and means pedagogical tehnoloyogii formations of the creative competence of the teacher of an elementary school in samoyoobrazovatelnoj activity.

On the first, diagnostic, a stage the leading part belongs to the teacher - to the master who spends a master class and, using group forms partyonyorskogo interactions with participants of a creative workshop, involves them in active creative activity. At this stage it is carried out multipliyokatsija experience for its analysis and transfer to colleagues. The priority is given to the chastichyono-search methods combining a partial explanation new with postayonovkoj of problems-problems; problem situations are created in uchebnoyopoznavatelnoj to work of participants of a creative workshop.

Result of formation of creative competence of the teacher nachalyonoj schools in self-educational activity at the first stage are: within the limits of a tsennostno-motivational component - display of initial interest to creative activity as to value; in frameworks kognitivnoyokonstruktivnogo a component attempt of designing of new knowledge and information transformation becomes.

Within the limits of an is reflective-target component professional difficulties in object in view achievement come to light.

Basis of the maintenance of the second, constructive, a stage joint informative creative activity of teachers, participants of a creative workshop, designing of lessons, selection of new forms, methods and means of the organisation of the educational activity, corresponding to a theme serves,
Forecasting of end results. Work of a creative workshop includes qualitative changes of system of the tasks, attracting qualitative change of process and result of activity of the teacher of an elementary school. Result of formation of creative competence of the teacher of an elementary school in self-educational activity at the second stage are: within the limits of a tsennostno-motivational component - there are new informative motives of a non-standard estimation of process and result of educational activity, creative activity is perceived as value; within the limits of a kognitivno-constructive component new elements of educational process from which the formation maintenance is designed are created. Within the limits of an is reflective-target component the analysis of creativity of the teacher-master and introspection of own workings out is carried out.

On the third, reflective, a stage preparation and carrying out of master classes by participants creative masteryoskoj is observed completely samostojatelyonaja. Creative experience is acquired by the teacher in a context of the decision of a concrete pedagogical problem. Experience self-development is carried out in presentation mayoterialov experience through social networks the Internet, dialogue dialogue. SoYOtvorchestvo it will be organised through pair and group forms of study (dialogue in small group: to steam, dialogue in steams of replaceable structure, group dialogue (in three, chetverkah), intergroup dialogue). Steams, groups foryomirujut if conditions allow, at will of participants creative masteryoskoj as the factor kontaktnosti plays a main role.

Result of formation of creative competence of the teacher nachalyonoj schools in self-educational activity at the third stage are: within the limits of a tsennostno-motivational component - presence internal motivayotsii to formation of creative competence, constant aspiration to participation in creative activity and interest to creative self-development in self-education. There is a constant requirement for the organisation tvorcheyoskoj activity of younger schoolboys. In frameworks kognitivnoyokonstruktivnogo a component abilities to design and organizoyo are marked
vyvat creative activity of younger schoolboys; it is shown znachiyotelnaja activity and independence in is professional-personal soyovershenstvovanii. The program of self-education of the teacher differs tselnoyostju, concreteness and the creative approach. The teacher actively realises proyogrammu self-education. Efficiency of pedagogical activity on vyyosokom level - creative projects are created, performances for zayosedany methodical association and conferences prepare, articles in nayouchnyh magazines are published. Positive dynamics of quality of knowledge in a subject is observed. Results of participation of pupils in competitions, conferences, olimpiayodah different level have positive dynamics.

Within the limits of an is reflective-target component the teacher owns skills of introspection of the creative activity and formation process tvorcheyoskoj competence. Process and result independent creative dejayotelnosti are deeply realised. The teacher of an elementary school is capable korrektiroyovat process of creative activity. At the closing stage of formation of creative competence are observed an adequate self-estimation by the teacher nayochalnoj schools of quality of the educational activity, originality of judgements and educational activity.

Realisation of the offered pedagogical technology allows sforyomirovat at the teacher of an elementary school steady interest to creative dejayotelnosti at a lesson and in after-hour employment.

Experimental work has shown high efficiency skonstruiyorovannoj to model and the developed technology of formation creative komyopetentsii the teacher of an elementary school in self-educational activity and promoted effective development of data personal novoobrazovayonija. She has allowed to give to investigated process operated character. At the same time other variants of modelling designated proyotsessa are possible also.

The given research opens possibilities of search of new approaches and mechanisms in realisation of problems of formation of creative competence
Teachers of an elementary school in self-educational activity also can sluyozhit the basis for the further scientific researches in the field of pedagogics, culturologists for the purpose of perfection of process of teaching of disciplines.

Materials of the program of a special course «samoyoobrazovatelnaja activity of the teacher of an elementary school within the limits of a creative workshop» and programs of after-hour activity of pupils initial shkoyoly «Non-standard activity it is interesting to teachers of an elementary school!» Can be used in the course of working out of new technologies, methods and receptions of training for the purpose of formation and development of creative competence as integral kacheyostva persons of the teacher of the basic and senior school, and also in system povysheyonija qualifications and retrainings of educators.

As the carried out research having theoretical and praktiyoko-focused character, mentions aspects of a problem creative komyopetentnosti the teacher of an elementary school. Working out of following problems Is represented perspective dalyonejshaja: continuity of formation tvoryocheskoj competence of teachers of initial and basic school; smysloobuyoslovlennoe creative self-improvement of teachers of an elementary school; interaction of school and a family in creative development of pupils of elementary grades.

Materials of dissertational research at creative them primeneyonii can be used in educational institutions of different type and a kind taking into account their originality at construction of the complete theory creative obyorazovanija.

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

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