Research on creative self-development of future primary-school teachers
The relevance of the article is due to the rapid transformation of the educational system, which presents students, teachers and students - future teachers with the actualization of existing theoretical knowledge, non-standard solutions to practical situations and problems, the manifestation of new educational achievements and a colossal number of other criteria. The formation of a student-teacher as a professional teacher with high qualifications is a long process and requires the activation of personal qualities of the individual. To overcome the barriers of professional activity and soft adaptation to changes in the educational system, the future primary-school teacher should be able to look for ways of self-development, increase creative self-development. The ability for creative self-development of future primary school teachers will allow them to fulfill successfully their professional requirements. The article analyzes the level of creative self-development of students - future primary school teachers, based on the results of the ascertaining, formative, control stages of the study. During the implementation of the study, diagnostic tools were used: V.I. Andreev and the author's questionnaire containing components of creative self-development. When solving the problem of creative self-development within future primary-school teachers, practical tasks with a creative bias were used. The dynamics of the basic components of creative self-development of future primary-school teachers is tracked. The research results are analyzed and interpreted. The future primary school teacher is a multifaceted and universal professional who acts as the dominant component of the educational system and, through his actions, shapes, influences the educational process.