Креативність як здатність викладачів вищої школи до створення нової педагогічної реальності розкрито як активність щодо генерування педагогічних ідей, здатність до творчої педагогічної діяльності, що виражається в креативній самоактуалізації сутнісних сил викладача, самоствердженні в педагогічній діяльності; усвідомленій потребі в пошуковій активності; здатності створювати нову якість педагогічної взаємодії. Висвітлено сутність та зміст показників креативного критерію професійного самовдосконалення Експериментально досліджено стан професійного самовдосконалення викладачів вищої школи за креативним критерієм.
Creativity as an ability of high school teachers to create a new pedagogical reality is revealed as the activity concerning the generation of pedagogical ideas; the ability to creative pedagogical activity that is expressed in creative self-actualization of the essential forces of the teacher, the self-assertion in pedagogical activity; perceived need for the search activity; the ability to create a new quality of pedagogical interaction. The nature and content of performance criteria for creative professional self-improvement are analyzed. The state of professional self-development of high school teachers on the creative criterion is experimentally investigated. The experimental research of the professional self-improvement of high school teachers on the creative criterion showed that when the activities of teachers were more creative, the processes of professional self-development were the more effective which were taken place in the problematization of reality, the ability to see conflicts and contradictions; the critical attitude towards the norm; pedagogical reflection, self-expression, the embodiment in the professional activities of their professional intentions and lifestyle; the socio-cultural dialogue based on understanding, acceptance and recognition of identity, the ability to control the dialogue as an intersubjective process in which the interaction of qualitatively different intellectual and value positions occurred. The priority directions of realizable ways of professional self-improvement and self-realization are: individually-differentiated targeted assistance to a high school teacher in the scientific, methodological, professionally-qualified and personal plans; support of creative searches of the high school teachers, their ability to create the new pedagogical reality.
