Keyword: «the need for self-development»

The issue of fostering the need for self-development in the process of developing a person's creative potential is becoming one of the most urgent problems in training a preservice teacher. In this regard, the aim of the article is to analyze the scientific and methodological literature, the experience of teachers and to determine the conditions, technologies, forms, means and methods of fostering the need for personal self–development in the process of systematic, integrated development of the creative potential among students of a pedagogical university. This is especially important in the era of dynamic changes, the current situation of uncertainty, and intensive digitalization. The authors prove the need to develop creative potential in order to foster the need for self-improvement. The article substantiates the complex, system-synergetic, integrative, differentiated, personally oriented approaches to the development of the student's creative potential in the process of educational and extracurricular activities in the context of the implementation of the principles of naturalness and continuity of education. It is shown that creativity is one of the important components of the activity of a teacher who has to solve constantly emerging problem situations and take into account the individual characteristics of students at the same time. It is shown that tolerance is fostered in the process of developing creative potential, and such professionally significant qualities of a modern teacher as mobility, rationality, adaptability, creativity are formed. The results of the survey and interviews conducted with teachers of the pedagogical university allow us to determine the role of self-development in the professional activity of a teacher. The scientific novelty of the publication lies in the fact that: the necessity of fostering the need for self-development of a teacher as the basis of his/her professional skills is substantiated; the concepts of "need", in relation to creativity, and "creative potential of a pedagogical university student" are clarified; the most promising directions for the development of the creative potential of a future teacher are identified; prospects for further scientific research are determined. The theoretical significance of the work lies in the fact that its results make a certain contribution to the methodology of teacher training, it proves the need for creative personal development, identifies the most popular technologies, forms and means of developing creative potential in order to foster the need for self-development of the preservice teacher. The practical significance lies in the fact that the work makes it possible to improve the process of fostering the teacher's need for self-development in the process of developing creative potential.