У статті на основі аналізу теоретичного та практичного матеріалу, описано специфіку творчої активності майбутнього вчителя фізики, її ознак та можливостей розвитку безпосередньо під час навчання у ЗВО. Автор сформував рівні творчості як педагогічної категорії: 1. творчість у педагогіці як інтегральна якість особистості; 2. творчість у педагогіці виступає, як актуальна діяльність в даний період часу, як міра активності особистості та спосіб її самореалізації; 3. творчість сприймається як якісне новоутворення у нестандартних ситуаціях. Запропоновані позааудиторні заходи творчого спрямування, які викликають помітний інтерес серед студентів-фізиків і забезпечують настанову на творчу педагогічну працю. Виокремлені психологічні ознаки діяльності творчого вчителя фізики, наявність яких дозволяє стверджувати про успішний розвиток творчої активності майбутнього вчителя фізики.
The article is devoted to the consideration of the problem of developing the creative activity of the future physics teacher based on theoretical and practical material. It describes the specifics, features and opportunities for development of creative activity during training at the institution of higher education. This process is related to the understanding of the pedagogical creativity of the future physics teacher as a pedagogical phenomena and the peculiarities of the organization of its development in the process of education at the institution of higher education. Since human creative activity is manifested in the creation of something new based on the transformation of existing ideas and concepts, creative search is an activity that involves the following five stages: formulating a question that requires a creative answer; mobilization of the necessary knowledge for formulating a preliminary hypothesis, determining the ways and methods of solving tasks; carrying out special observations and experiments and summarizing them in the form of conclusions and hypotheses; formulation of thoughts (images) as logical, figurative, objective structures; verification of the social significance of the product of creativity. The author formed the levels of creativity as a pedagogical category: 1. creativity in pedagogy as an integral quality of an individual, which involves the realization of his abilities and aptitudes in activities, with the help of which he exerts a positive influence on other people and the surrounding reality; 2. creativity in pedagogy acts as an actual activity in this period of time, as a measure of individual activity and a way of its self-realization; 3. creativity is perceived as a qualitative neoplasm in nonstandard situations. This division was created taking into account the levels of individual pedagogical creativity and taking into account the specifics of the training of physics teachers. Formulated definition of the concept of pedagogical creativity in the context of physics teacher training. This neoplasm manifests itself in the form of original problem solving, hypothesis formulation, model building, etc. Extracurricular activities of creative direction are proposed, which arouse noticeable interest among physics students and provide guidance for creative pedagogical work. The psychological characteristics of the activity of a creative physics teacher are singled out. The presence of these signs allows us to assert the successful development of the creative activity of the future physics teacher.
