Development of creative potential of future teachers – Strategy for improving the quality of higher pedagogical education

The article reveals the interaction of personal orientation of training future teachers and the quality of their pedagogical education, the level of readiness for creative professional activity. The creative potential of the student is considered as an indicator of personal orientation of preparation for professional activity, and its development by means of educational process as strategy of maintenance of quality of the higher pedagogical education. The creative potential of future teachers combines in the structure of motivational, operational, personal and evaluative components, the degree of formation of which depends on the quality of pedagogical education and the degree of their readiness for creative professional activity. The effectiveness of the structuralfunctional model of the system of development of creative potential of future teachers in compliance with the set of pedagogical conditions has been experimentally confirmed.


Introduction
Readiness for change in society is specified in the requirements of quality higher pedagogical education and training of future teachers for creative professional activity. The solution of this problem cannot be provided only by mastering a set of knowledge and skills of professional orientation. Life requires the search for a new strategy for preparing future teachers for professional activities, the formation of their ability to make free choices, the effective use of personal resources, creative solution s 3 to pedagogical problems. The system of teacher training should be aimed at creating conditions for the development of creative potential of the individual, successful activities and self-realization through higher education and the formation of their own educational trajectory. The development of creative potential by means of the educational process corresponds to the social meaning of education, stimulates the creative adaptation of future teachers to pedagogical reality, ensures the quality of their higher education and the positive dynamics of their readiness for creative professional activity. A modern teacher with a high level of creative potential meets the needs of society in a competitive teaching staff that is able to creatively perform their professional duties.
Analysis of scientific literature suggests that philosophers, psychologists, educators recognize the meaning of pedagogical education in the ability of future teachers to solve pedagogical problems, creatively perform the functions of pedagogical activity based on the use of social experience, an element of which is creative potential and readiness for creative professionalism.
In modern conditions the question of readiness of the teacher to carry out creative professional activity becomes acute that in turn demands search of new strategy of increase of quality of higher pedagogical education, modernization of preparation of university students with the right of their choice of individual trajectory of professional growth and development. intensification of educational activities that ensure the quality of higher pedagogical education. The problem of developing the 4 creative potential of the individual in the process of professional training is of great importance, because the emerging specialist is able to implement progressive innovations in society and serves as a means of creating a creative product in professional activities.

Methodology
The purpose of the study is to determine the relationship between the quality of pedagogical education of future teachers and the level of development of their creative potential, experimental verification of pedagogical conditions for implementing the model of formation of this complex personal education of teachers in university education.
According to the program of the experiment, an experimental group (EG, 332 people) and a control group (СG, 353 people) were formed. To achieve the goal of research, implementation of tasks and hypothesis testing, a set of methods was used: theoretical: analysis, synthesis and systematization of philosophical, psychological, pedagogical and methodological research on the development of creative potential of future teachers as a strategy to improve higher pedagogical education; empirical: surveys (questionnaires, testing, interviews, interviews, modeling, expert evaluation, pedagogical experiment) to study the essence of the development of creative potential of future teachers, ensuring the quality of higher pedagogical education; methods of mathematical statistics for processing empirical data in order to summarize the results obtained during the experiment, to verify the effectiveness of the research program and the reliability of the information obtained.

Results and discussion
We consider creative potential as a personality trait of a future teacher, which combines creative abilities, opportunities to create new or transform previously known, the ability to change and self-improvement of creative qualities and accumulation of creative experience. At the same time, this complex personal education of the future teacher is an important characteristic of the quality of higher pedagogical education.  To determine the level of development of creative potential of future teachers, a confirmatory stage of the experiment was conducted. Its purpose was to analyze the quality of student education in the framework of program training and verify its effectiveness, ensuring the objectivity of the selected criteria for monitoring the development of creative potential of students. Among the main methods used during the ascertaining stage of the experiment were used: pedagogical observation, interviews, questionnaires, interviews, expert evaluation, testing, study of student activity products.
The study was conducted using a specially designed program to monitor the actions of students and systems of analysis of behavior, the results of their activities.
Methods of studying the need for creative activity, motivation, independence, creative interest, creative style of thinking, development of intellectual and communicative skills, independence, self-improvement, reflection of achievements and determination of prospects for further creative development, level of creative potential were also used (KOVAL; POLYEZHAYEV; BEZKHLIBNA, 2018).
The data obtained during the ascertaining stage of the experiment, made it possible, taking into account certain criteria, to identify and describe three levels of development of creative potential of future teachers in the process of professional training of the Pedagogical University. The results of the survey and questionnaire on the creative potential at the ascertaining stage of the experiment are given in table 1. The obtained data indicate the advantage of low (51,3% CG and 53,2% EG) and

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secondary ( pedagogical support of the educational process. We assumed that the process of 7 developing the creative potential of future teachers will be successful if we ensure the activity of communicative activities, a variety of educational dialogue, psychological comfort, interaction, cooperation and collaboration in solving educational problems, which stimulates self-disclosure, creativity and reflection. in students. The training of future teachers should be aimed at the individual, its main processes are the formation of a heuristic meaning (TIKHOMIROV, 1975); heuristic and developmental learning (DAVYDOV, 1986;LERNER, 1994;ZAGVYAZINSKY, 1987); implementation of a creative approach to solving educational problems (GUZIY, 2004;KHUTORSKOY, 1998;SYSOEVA, 2001).

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We assumed that the modeling method should be used to structure the training of future teachers, the success and effectiveness of which depends on many factors and relationships. Kolosova (2011), Korets (1998), Matushinsky and Frolov (2000) note that pedagogical modeling makes it possible to combine empirical and theoretical in pedagogical research, i.e. to combine in the process of studying pedagogical object experiment with the construction of logical constructions and scientific abstractions. The use of modeling in the process of our study provides an opportunity to analyze and evaluate in detail the main stages of the educational process, its elements and the behavior of future teachers (MUSHYNSKA, 2018).
The model of the system of creative potential development includes a system of blocks that carry objective and sufficiently complete information about the purpose, content, nature and results of future teachers; components of the process of development of this complex personal formation; scientific and methodological support and pedagogical conditions. The above is graphically displayed in Fig. 1.

Formation of intellectual skills, language and mental skills
Methodological approaches: personality-oriented, competence-creative, system-activity, technological, problem-situational, imitation-game  proposed model is to ensure the holistic systematic development of the creative potential of future teachers in the system of the pedagogical university.
The content block includes the content of training future teachers, aimed at developing creative potential as an important characteristic of the quality of higher education.
Methodological and organizational unit provides a method of developing the creative potential of future teachers and contains: the tasks of educational work, forms and means of teaching, technologies by which the creative activity of students and the stages of this activity.
Monitoring and performance unit combines in its structure the monitoring, levels    The results of the research confirmed the positive dynamics of the levels of development of creative potential of future teachers. Its high level was according to the results of the final cut in the control group -12.4%, medium -47.3%, low -40.3%, and in the experimental group the results are much higher -respectively, have a high level -29.5%, average -61.3%, low -9.2%. Thus, the positive dynamics of the levels of development of creative potential of future teachers is revealed.
The reliability of the results of the study of the development of creative potential of future teachers for each structural component was checked on the basis of the 11 application and definition of statistical criteria 2  proposed by Novikov (2004). According to certain indicators of structural components of creative potential at the ascertaining and forming stages on the basis of use of criterion 2  the efficiency of introduction of the developed structural model of the system of development of creative potential of future teachers in higher educational establishments into professional preparation is confirmed.
Based on the experiments, we can say that the most favorable for the awakening and development of creative potential of future teachers in the process of professional training of pedagogical university is to ensure the development of positive motivation, stable cognitive interests in creative activities, cognitive needs; ensuring self-management of learning processes and successful formation of the knowledge system, successful mastery of intellectual skills related to the processing of acquired information, creative skills; creative environment, ensuring a situation of success and co-creation, psychological comfort of each student, self-confidence that creative potential is the basis of quality higher pedagogical education and career growth in independent professional activity.

Conclusions
The study is one of the possible strategies to improve the quality of higher pedagogical education. It is experimentally confirmed that positive results in preparing future teachers for creative professional activity are possible if: a) the main form of work is a joint creative search, selection of optimal solutions to educational and cognitive problems, the predominance of group and individual creative forms of work over frontal; b) the main role of the subject of teaching -assistant, senior, more experienced friend, mentor and colleague of students in the search for truth; c) the main duty of the subject of teachingthe organization and involvement of subjects of learning in the active process of solving various didactic tasks; d) the main function of the subjects of learning -to actively cooperate in collective work, to constantly improve themselves; e) the main result of learning -the ability of the subject of learning to independently transfer the acquired knowledge into new creative situations, to understand and improve themselves, to