"Creative competence" and "creative potential" of a pedagogue: a comparative analysis of the terms
The article deals with the comparative conceptual analysis of the current concepts of the modern pedagogical theory which seem synonymous in many aspects: "creative competence" and "creative potential". Imperatives of our time and the Russian reality determine special requests to individuals: they must be ready to self-improve and self-develop, respond to the new challenges of today''s world. These conditions form the need to transform educational systems into such a system which would contribute primarily to the development of an individual''s thinking - both critical and creative. The need for an individual''s creative development is declared as one of the important activity vectors in the National Doctrine of Education of the Russian Federation (2000-2025). A necessary mediating link between the education system and the individual is the teacher; it is his/her professional realization as a creative individual that becomes the key to the formation of students'' creative potential. Using the method of definitional analysis, the author compares the concepts, highlighting their common semantics and recording their differences. The definitional analysis of the concepts of the pedagogue''s "creative competence" and "creative potential" leads to the conclusion that these terms in fact define one and the same concept: certain properties in the personality''s structure associated with the creative self-realization of pedagogues themselves and teaching their students creativity. We can consider the concept of creative competence as a certain development of the creative potential concept; the productivity using the concept of creative competence is due to the popularity and methodological relevance of the competence approach in modern pedagogics.