Development Of Creative Component During Training Pedagogues In Professional Education

The theoretical background

In the Federal State Educational Standards of higher professional education, the competences are identified, which graduates should acquire – general cultural and professional, that allow a graduate to be competitive at labor market and be ready to continue educational activity. The professional competence is the most important constituent of person’s professionalism. The issues of formation of the professional competence are considered both in the works of homeland and foreign scientists. The modern approaches and interpretations of the professional competence are rather different. The definitions of the professional competence in the foreign literature as “deepened knowledge”, “state of adequate performance of task”, “ability to actual performance of activity” (G.K. Britell, R.M. Jueger, W.E. Blank) and others do not fully specify the content of this concept. The problem of the professional competence is actively studied by homeland researchers. (Landsheer, 1988; Hutmacher, 1997; Hutorskoy, 2003; Zimnaya, 2004)

The authors consider the professional competence of the graduate as possession of theoretical knowledge and practical skills and habits, necessary for a further professional activity, ability to apply them in practice and a constant desire to self-development by him.

The third group of competences in the educational programs of higher professional education comprises special competences, which are the main competences that form knowledge, skills and habits according to the chosen profile of training. FSES provide the higher educational institutions with a wide range for creativity in constructing these sets of the special competences, which reflect the features of graduates’ professional activity. For example, the special competences for the students of the specialization “Professional education”, majoring at “Decorative and applied arts and design”, reflect knowledge, skills and habits in the Decorative and applied arts and design.

The training of professional education pedagogues in the field of decorative and applied arts and design differs from the training of the pedagogues of other specialties and designers-professionals. The training of professional education pedagogues has “biprofessional nature, because the educational program is aimed at the training of specialists for two directions of professional activity: pedagogical and projective” (Shelten, 2001).

The implementation of the program of professional education pedagogues on the basis of the Pedagogical Institute majoring in Professional education, 44.03.04 (Decorative and applied arts and design) allows one to give the training of future professional pedagogues of practice-oriented nature. The acquisition of specialized knowledge and skills in this case will occur both in the field of Decorative and applied arts and design and in the field of pedagogy and methodology of teaching special disciplines.

The pedagogue of professional education in the field of Decorative and applied arts and design organizes and conducts theoretical teaching of general professional and special subjects, as well as practical teaching of groups of related professions in the field of design.

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The theoretical and technological component includes basic knowledge of special disciplines by the profile of Decorative and applied arts and design. The operational and activity component represents techniques, practical skills in drawing, painting, decorative and applied arts, computer design. The personality component is motivational and value purposes, emotional and volitional properties, psychological features and personality potential.

And one of the important components of the special competences of the future pedagogue of the professional education of Decorative and applied arts and design is the creative potential, that reveals in the creative approach to solution of any professional tasks (see Figure 01 ). The composition of the creative component is a set of such constituent as skills and habits of the creative activity, visual and figurative thinking, creative imagination, creative properties of personality, creative abilities.(Budaeva, 2017)

Pedagogical conditions of the creative component development

As a result of the conducted research, the pedagogical conditions were proposed and substantiated, contributing to the development of the creative component of the special competences of the future pedagogue of professional education in the field of Decorative and applied arts and design during study:

• teacher’s activity aimed at development of the creative component in students by means of their motivation to the solution of the non-standard professional problems, initiation of acquisition of the methodology and methods of solving the creative problems, demonstration of their own creative approach to the development of the professional projects.

• support of project development based on the real professional problems, consulting with experts on Decorative and applied arts and design;

• successive complication of the projects according to the degree of heuristics of the dominating activity and a finished product (reproductive and creative, creative and reproductive, creative); level of completeness and degree of detailing the finished product (fore-sketches, creative sketches, product prototype); the number of disciplines which is used in the development and realization of the product. (Reznikova, 2012)

To develop the creative component of the special competences in students, future pedagogues of Decorative and applied arts and design, the psychological methods of their motivation to solution of professional problems have been used at classes:

• motivation by a personal example. The interest of students in a studied discipline is determined not only by a professional presentation of educational material, but also by teacher’s personal properties, i.e., skill to self-organization, friendly attitude in communication and others;

• formation of a positive attitude to profession, special attention has been paid to important professional competences, which are formed while performing projects;

• provision of a maximum range of free will to the students; they have been given an opportunity to choose, discuss a form of performing an individual independent work, project’s theme.

• praise, especially in public, with a description of advantages and distinctive features of the performed work raise student’s self-confidence, his inner motivation and a desire to attain the same result once again, enhancing it over time.

• use of modern teaching techniques (projecting, problematic, teaching in cooperation, multilevel teaching and others); their diversity in the arranging of academic activities increases students motivation.

To develop the creative abilities, the authors also involve students in the practical oriented project activity in the course of their professional training. The use of the technology of project activity aims modern students not only at the simple acquisition of knowledge, but also at the ways of acquisition, patterns and ways of thinking and activity, development of cognitive activity and creative potential of every learner. According to the practice, in the course of the projects performing, students enlarge their range of perception and representations, develop and improve their cognitive abilities, form the general processes of mental activity, work out the skill of acquisition knowledge independently and use it on practice. And as the practically oriented project, the authors have considered the project aimed at specific practical aspects of activity. (Polyakov, 2003)

The aim of practically oriented project activity is (Dulchaeva, Korytov 2016):

• formation of being competent in students while making projects, their practical significance, direction and acceptability;

• familiarization of students by means of subject and interdisciplinary material with social, scientific and practically meaningful problems that are characteristic for their future professional activity and with the ways of solution these problems.

One of the interesting trends of project activity is the project “Heritage”, because a great layer of culture is of Buddhisn and Buddhist tradition. This layer contains Buddhist teaching, including philosophy, Tibetan medicine, astrology, Buddhist painting and Decorative and applied arts. In this project, the works of Decorative and applied arts meet several characteristics: they have aesthetic value; designed for artistic effect; form creative abilities, thinking. The project is made in the quilling technique with the use of the Buryat ornaments, symbols and elements. The works of students are done in the form of Mandala. This symbol often has round shape that means personification of the world and a model of the Universe. The Mandala also promotes faster spiritual, aesthetic and creative development of the students. The project "Birch bark fairy tale" is of great interest. While working on this project, the students have developed a design of "Birch bark fairy tale" workshop, performed creative items made of birch bark, prepared technological cards to make items for the further pedagogical activities.

When making projects, teachers from schools, institutions of secondary vocational education consult students, folk masters in decorative and applied arts, conduct master classes for them. Under the supervision of the folk masters of the Republic of Buryatia: Valeriya Tsybikova, Nataliya Oskorbina and Konstantin Strizhkov, the students made various projects of birch bark, carved items, in the “Quilling” technique, etc. (see Figure 02 ).

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