Creativity Is a Personal Resource of Pedagogical Design, Increasing the Productivity of Future Teachers’ Professional Training

The article examines the resource potential of creativity as a personal resource in pedagogical design and its impact on the productivity of future teachersʼ professional training at the university, detailing the essence, structure, and main characteristics of this complex personal formation. Within the context of the researched problem, creativity is seen as a deep personality trait, the ability to create original values, make unconventional decisions, go beyond the known, and exhibit creativity in various activities. Indicators of creativity cover intuition, imagination, inventiveness, originality, initiative, self-organization, and diligence. It has been pointed out that these indicators of creativity positively affect the productivity of future teachersʼ professional training when they find inspiration not so much in achieving a goal as in the process of pedagogical creativity itself.It has been argued that at the heart of professional training should be a model of creativity development that combines in its structure the following: 1) a creative environment: a) education focusing on the development of divergent thinking; b) pedagogical support; c) pedagogical encouragement; 2) a creative personality, with structural components containing a) motivational-value; b) intellectual; c) emotional; d) communicative; e) critical-evaluative ones.The development of creativity as an important resource for the productivity of professional training can be successful in a creative environment, where the pedagogical activity takes on several characteristics, among them an attentive attitude towards unusual questions and ideas; the ability for novelty, new solutions, and creative searches; demonstration of innovative thoughts; creation of original values; granting students autonomy and freedom in choosing activity.The perspective for further research directly involves working up such aspects of the problem: updating methods and technologies for monitoring studentsʼ academic achievements during the implementation of creative learning; theoretical justification of the principles of using a creative approach to organizing studentsʼ extracurricular work; refining forms and systems of assessments in controlling the professional development of future teachers, and the shaping of creativity as an important resource for positive dynamics in their level of professionalism.