Експериментальне дослідження формування професійно-творчого потенціалу майбутніх вихователів дошкільних навчальних закладів

Abstract

У статті здійснено аналіз особливостей формування професійно-творчого потенціалу майбутніх вихователів дошкільних навчальних закладів. Визначено критерії та показники сформованості професійно-творчого потенціалу майбутніх вихователів дошкільних навчальних закладів. Представлено результати експериментального досліджен-ня формування професійно-творчого потенціалу майбутніх вихователів дошкільних навчальних закладів. The research aimed at revealing peculiarities of forming future preschool teachers’ professional and creative poten-tial is carried out. Creativity is considered as cognitive and practical activity, which results in creating unique personal and socially important values, learning new facts, properties and regularities, as well as methods, which earlier were unknown to a subject of this activity. The theoretical review has allowed to determine that creative activity is consi-dered in five directions: as a result of training (development of a creative personality, creativity maturity, maturity of creative abilities), a level of preparedness, a condition of efficient professional training, and a stage of training. Peda-gogical conditions of future preschool teachers’ professionalism and creativity formation provide orientation of sub-jects at revealing the essence and importance of pedagogical creativity in professional activities; ensuring emotional regulation of professionalism and creativity formation; pedagogical support of the process of forming students’ profes-sionalism and creativity. The implementation technique of experimental model was carried out with the help of peda-gogical conditions of forming professional and creative potential, oriented at performing purposeful gradual implement-ing aims and tasks of the technique, revealing its contents with the help of scientifically grounded rules, methodical principles, methods and forms of educational process realization. The following criteria and indicators of future pre-school teachers’ professionalism and creativity maturity have been distinguished: value-motivational, cognitive, activity and organizational. The results of the carried out experimental research aimed at revealing peculiarities of preschool teachers’ professionalism and creativity formation are presented in the article. The results of the summative assessment, compared to the formative one, reveal significant positive changes in the experimental group compared to control one. It has proved the efficiency of the carried out work aimed at forming preschool teachers’ professionalism and creativity.