Keyword: «creative competence»

In this work the theoretical aspect of concept creative competence of the teacher of initial classes is con-sidered. The purpose of work is detection of creative competence of teachers of initial classes.

Creative competence as an integral characteristic or systemic quality is revealed as a part of the study of creativity in the activities of teachers, educators and lecturers. Thus, the relevance of the study is determined by the fact, that there is no unambiguous understanding of the creative competence of teacher and educator at the moment. The framework of this paper was to define this category as well. The analysis and systematization of existing national and foreign theories are based on approaches that describe the subjectivity of a teacher, the concepts of understanding personal creativity and inspiration in pedagogical work, and the competence-based approach in teacher education. The purpose of this study was to determine the essence of the creative competence of a teacher, educator and lecturer. In particular, an attempt was made to describe the personal qualities of a creative teacher that contribute to the development of a professional pedagogical activity. The goal of the study was to propose the structure of the creative competence of a teacher, educator, and lecturer. Creative competence is presented as a three-component structure; CC is an integral quality of the teacher's personality, which includes the teacher's competence system, creativity as a personal characteristic and motivation for creation in pedagogical activity. It is determined that the formation of creative competence is based on the system of components of personal motivation, creative activity and the creative process with knowledge, general skills and teaching skills in various subject areas. The transformation and modernization of education reveals a high level of need for a teacher who can simultaneously demonstrate creativity in practice and implement the innovative tools and technologies for the motivation of students and their involvement in obtaining and creating new knowledge.

This article presents a modified version of the “Incomplete Figures” subtest originally developed by Ellis Paul Torrance. The relevance of the study is determined by the increasing role of creative competency within the system of art and design education, as well as by the need to develop diagnostic instruments that account for the specific features of students’ visual and figurative thinking. In educational practice, standardized creativity tests are widely applied, including the Torrance Tests of Creative Thinking; however, their implementation in art education encounters a number of limitations related to the nature of the stimulus material and the professional orientation of students’ activities. The aim of the article is to develop and conduct an initial validation of a modified version of the Torrance subtest aimed at assessing the activity-based component of creative competency, as well as to analyze its diagnostic potential in samples of schoolchildren and university students. The modification is based on the use of more complex stimulus material and involves completing a series of sequential graphic tasks followed by an analysis of the produced works according to the criteria of fluency, originality, elaboration, and resistance to premature closure. The validation of the proposed modification was carried out among undergraduate students majoring in Design and primary school students receiving supplementary art education. The study identified age- and context-related characteristics in the manifestation of specific indicators of creative thinking and confirmed the diagnostic applicability of the proposed modification when working with different categories of learners. The theoretical significance of the research lies in the systematization and updating of scholarly approaches to creativity assessment in the context of art and design education. The practical significance consists in the possibility of applying the proposed modification in educational and research practice for analyzing the development of students’ creative competency and monitoring its developmental dynamics.