One of the priorities of modern education is the development of students’ creative abilities. Many researchers recommend gaming technologies for this purpose. At the same time, they point to the lack of preparation of teachers for the use of games in their professional practice. The article provides an analysis of game activity in various scientific approaches and substantiates its application in additional education to develop the creative potential of teachers. Empirical conclusions of modern researchers are presented. The game and gaming activities are considered in philosophical, anthropological, cultural, cultural and historical contexts. The principles of andragogy, active learning, constructivism, and a trusting supportive educational environment justify the use of game and theatrical forms that help teachers experience the atmosphere of play as a continuous process of “co-creation, collaboration, and joint activity” (I.V. Wagner) for further use in solving their pedagogical tasks.
A. Sizov (Tue,) studied this question.