(2017) Science and education, 12, 78-84. Odessa.

Olena Markova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methodsr of Physical Culture,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Tetiana Horpinich,
PhD (Candidate of Pedagogical Sciences), associate professor, Department of Foreign Languages,
I. Horbachevsky Ternopil State Medical University,
1, Voli square, Ternopil, Ukraine,
Lesia Vysochan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Special Methods and Technologies of Primary Education,
Vasyl Stefanyk Precarpathian National University,
57, Shevchenka Str., Ivano-Frankivk, Ukraine

PEDAGOGICAL CONDITIONS OF STUDENTS’ CREATIVE CAPACITY FORMATION

The paper aims to verify the effectiveness of the introduced pedagogical conditions into the educational process on the development of creative capacity of students majoring in pedagogical specialties. 55 future teachers took part in the experiment. The assessment of the creative capacity of the respondents was based on the modified methodology suggested by N. Kupryianycheva and E. Kupryianycheva. Besides, Personality Creative Potential Test by A. Sharov was applied to monitor the respondents’ self-assessment concerning their creative capacity. The following indicators were selected to define the level of creative capacity: variability, irregularity, optimization, the ability to transfer knowledge, skills and manners into a new situation. The results of the initial assessment of their creative capacity have shown the dominance of its low level and the students’ self-assessment have shown a number of problems with their self-esteem. The following pedagogical conditions have been implemented into the process of experimental group students’ training to improve their self-esteem and creative capacity as a result of training: use of interdisciplinary connections in the process of creative thinking formation; engaging future teachers into project work, which had positive influence on the development of their creative capacity. After the comparison of the results of summative and formative assessments it has been found that the experimental group students’ creative capacity has improved, especially their ability to transfer knowledge, skills and manners into a new situation. The number of EG students with medium and high levels of creative capacity has significantly increased due to the reduction of the number of those with a low level. Besides, due to the implemented conditions in general and use of a great variety of teaching methods and forms of work the respondents’ self-esteem has become more adequate as compared to the initial assessment. Thus, the suggested technique can be used for the development of future teachers’ creative capacity and it would be appropriate to test its efficiency for students of other specialties.

creative abilities, first year students, pedagogical conditions, physical education, self-rating. 

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