Formation of the Future Teachers’ Ability to Solve Creatively Professional and Pedagogical Tasks

The article is devoted to the problem of forming the ability to creatively solve professional and pedagogical tasks for future teachers (master’s degree level). The concept of “professional and pedagogical tasks” is revealed. The components of the ability to creatively solve professional and pedagogical tasks are highlighted: motivational, cognitive, activity, reflexive. The motivational approach is aimed at identifying personal readiness for creative activity in the professional field. Cognitive component allows to identify the level of available knowledge about creativity, approaches and algorithms for creative solutions of pedagogical problems. Activity–based component is the ability to apply creative approaches to solving professional and pedagogical tasks in practice. Reflexive approach - allows you to identify the ability to analyze, evaluate, and critically comprehend the activities. Criteria indicators have been defined for each component to assess the level of formation of the selected components. The organization of the pedagogical experiment assumed the gradual formation of the ability to creatively solve professional and pedagogical tasks. To solve this problem, interactive methods such as brainstorming, interactive sandbox, world cafe, etc. were used, which make it possible to actualize the creative potential of students, increase interest in this type of activity, expand the boundaries of finding a solution to the problem, go beyond its standard solution. The experimental work was attended by undergraduates studying in the field of training 44.04.01 Pedagogical education. At the ascertaining stage of the pedagogical experiment, an input diagnosis was carried out to determine the level of severity of the selected components. At the final stage, a re-diagnosis was carried out. The comparison of the obtained results allowed us to state positive changes in the selected components of creativity in solving professional and pedagogical tasks. The students mastered the algorithm of creative solution of professional and pedagogical tasks, increased independence in finding approaches to solving, choosing forms and methods, as well as determining the optimal way to resolve the current situation. When solving professional and pedagogical tasks, students more often began to offer original, non-standard solutions, but at the same time taking into account the current situation, the peculiarities of the subjects of the educational process. The formation of the ability to creatively solve professional and pedagogical tasks should become the dominant direction in the professional training of future teachers. This ability will allow future teachers to get involved in the real educational process faster and more effectively.