Theoretical analysis of the application of the technological-creative approach in the training of future teachers of primary grades

Abstract

In the article, based on the analysis of scientific sources and empirical material, a theoretical analysis of the problem of applying the technological-creative approach in the training of future primary school teachers is carried out. It is substantiated that the application of the technological-creative approach in this training at the theoretical level involves giving creativity to the traditional criteria of the technology of learning and the structure of this process, that is, the creative orientation of all educational procedures on the guaranteed achievement of creative educational goals, diagnostically set creative goals, current and final assessment of creative results etc. Reproducibility, as one of the key criteria for the technology of the educational process, is provided by a clearly understandable description of all actions and materials in the process of forming the readiness of future primary school teachers to use creative learning technologies. However, the most difficult is the process of algorithmization, which is generally incompatible with the essence of the concept of "creativity" of students. A number of problems of the application of the technological and creative approach in the training of future primary school teachers are highlighted: the orientation of the traditional system of this training on reproductive-type training, despite the long-term implementation of the competence approach; lack of development of motivation for creative educational activity of future primary school teachers; teachers' efforts to avoid planning creative tasks; inconsistency at the theoretical level of the essence of definitions of the context of the application of the technological-creative approach in the training of future primary school teachers ("technology" and "methodology"); the prospect and danger of maximum computerization of the educational process in institutions of higher education, which calls into question the need for creativity of future primary school teachers and, in general, the possibility of replacing the position of a teacher. The introduction into practice of training future teachers of primary grades of creative learning technologies requires a deep analysis of the scientific foundations, basic categories of learning technology; adoption of a number of decisions regarding material and financial costs; labor intensive, increasing the teacher's workload; adjustment of the technological and creative approach to the organization of training, which always involves creativity.