У статті проаналізовано погляди науковців на сутність і структуру творчого потенціалу вчителя, розглянуто зв'язок творчого потенціалу педагога і його професійної майстерності. Обґрунтовано компонентно-критеріальну характеристику творчого потенціалу вчителя, яка містить опис конкретних знань, умінь, навичок, якостей за компонентами (мотиваційно-ціннісний, когнітивний, діяльнісний, рефлексійно-оцінний), критеріями (мотиваційний, гностичний, організаційно-практичний, діагностично-прогностичний) та показниками творчого потенціалу.
В статье проанализированы взгляды ученых на сущность и структуру творческого потенциала учителя, рассмотрена связь творческого потенциала педагога и его профессионального мастерства. Описана компонентно-критериальная характеристика творческого потенциала учителя, которая содержит перечень конкретных знаний, умений, навыков, качеств по компонентам (мотивационно-ценностный, когнитивный, деятельностный, рефлексивно-оценочный), критериям (мотивационный, гностический, организационно-практический, диагностико-прогностический) и показателям творческого потенциала.
The article focuses on analyzing scientists’ perspectives on the essence and structure of the creative potential of a teacher.
Many researchers consider that teacher’s creative activity is a main factor that affects on the development of pupils’ creative abilities and provides the efficiency of the educational process.
The relationship between the creative potential of a teacher and his professional mastership has been revealed. I.Zyazun associates the essence of pedagogical mastership with the personality of a teacher, his social and professional life-style, his ability to manifest initiative in creativity that based on realizing his own system of values. Pedagogical creativity, as a kind of creative activity, is not only a constituent of professional mastership, but also an external aspect of the creative potential based on set of teacher’s personal and professional qualities (creativity, imagination, intuition, creative activeness, ingenuity, professional mobility, pedagogical mastership, preparedness for innovative activity). Teacher’s creativity is a combination of successive and interrelated transformations in the creative development of a teacher and his pupils, such as: motivation, personalities, creative abilities, psychological processes. The component and criterion characteristic of teacher’s creative potential which consists of set of knowledges, skills, attainments, qualities itemized by components (Motivating and Axiological; Cognitive; Activities; Reflexive and Evaluative), criteria (Motivational; Gnostic; Organization and Practical; Diagnostic and Prognostic) and indicators of teacher’s creative potential has been described. The component and criterion characteristic can be used as a tool for measuring teachers’ creative potential, so the author characterizes each of four levels of the creative potential (low, middle, sufficient, high). The prospect for further research is creating the component and criterion characteristics of the creative potential for teachers of different subjects, for other pedagogues (kindergarteners, club instructors, social pedagogues etc.).
