Creative competence of scientific and pedagogical staff: theoretical and methodological analysis
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 1
Abstract
The article reveals the essence, specificity and structure of creative competence of scientific and pedagogical staff. Are defined the epistemological, communicative, creative, projective-managerial, information-digital and professional-personal clusters of competencies of scientific and pedagogical staff. The harmonious relationship and the coherent development of these clusters provide successful social integration and professional activity of a scientific and pedagogical worker throughout his life. As a result of the theoretical and methodological analysis of the identified problem, it is determined that a creative competence of a scientific and pedagogical staff is a systemic, multifactorial, integrative unity of cognitive, activity and operational knowledge, skills, values orientations, acmeologic guidelines of a specialist. It enables effective research activities, provides systematic innovative updating of content and methods of educational process, realizes the potential of diagnostics and analysis of educational and cognitive activity, forms skills for self-actualization, self-organization, self-determination. It also develops the potential of creative, innovative thinking, social and professional mobility, actualizes the need for self-education, the ability to react to unpredictable, changing conditions of professional activity and to have a dynamic of their own life-career opportunities. Are determined that the development of creative competence of a scientific and pedagogical staff is a continuous intellectual and spiritual process throughout life within the framework of formal, informal and informal education oriented, aimed at the assimilation of new professional roles and functions adapted to the conditions of the information society. In this context, alternative pedagogical practices, including transgressive pedagogy, are aimed at identifying intercultural mechanisms for the formation of the social and cultural experience of an individual, studying the practice of creating intercultural values for overcoming the limitations of one’s capabilities in order to actualize and self-realization. This is a special existential condition in the educational process caused by the change of individual internal identifiers, the expansion of one’s own experience by including it in another social, cultural and semantic field.
Authors and Affiliations
М. В. Ілляхова
Keywords
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