The thesis is devoted to the problem of psychological conditions of teacher's creative competence development in the process of professional formation. On the basis of analysis and generalization of the results of scientific studies, the productivity of the competent approach to the development of teacher's creativity in the process of professional formation is substantiated. The ideas of essential features and components of teacher's creative competence are analyzed. It is proposed to consider creative competence as a qualitative characteristic of teacher's professional competence. The theoretical model of teacher's creative competence development in the process of professional formation is presented, in which the components of creative competence (motivational, informative, prognostic-reflexive) and competences which included in each components are singled out. There are stages and levels of its development (reproductive, search, and creative). Indicators (need for creative activity, communicability, professionalism, readiness for creativity) and criteria for achievement of creative competence in the process of teacher's professional formation are defined. The psychological conditions of creative competence development are substantiated: readiness of teachers for creativity, when activity of teacher is directed on search of ways, which ensure the maximum realization of cognitive, educational and developmental potential; reflective teacher's attitude towards pedagogical activity, through which the teacher successfully plans and manages his own activities, finds the best ways to resolve conflict situations, and creatively comprehends pedagogical processes; self-realization which involves the formation of stable features of the teacher's personality, active position and creative approach in solving pedagogical tasks; pedagogical activity as a desire for independent activity in choosing the best ways to achieve the goal. Peculiarities of teachers' creative competence development in the process of professional development are analyzed. The results of the ascertaining study confirmed the assumption made about the teachers' creative competence development in the process of professional formation -30,9% of respondents had high level of it. The search (average) level of creative competence development is demonstrated by 37,7% of respondents, reproductive (low) level - among 31,4% of participants of the study. The indicators of the development of the content component of creative competence are the highest according to the results of the qualitative research (high level of its formation is found in 41,7% of respondents). The prognostic-reflexive component of creative competence develops slower than others, - the proportion of respondents with a low level according to this parameter exceeds 38%. The tendency towards the dynamics of creative competence development in the process of professional formation is revealed: the transition from the reproductive level to the search is faster than the transition to the next, creative level of competence. Verification of the proposed model is carried out by correlation analysis of the results of investigation about the peculiarities of the development of creative competence components. A high level of correlation between the individual indicators and components of creative competence is revealed. It is established that the most informative indicators of creative competence development are leadership features, communicative abilities and creative potential. The author's program for the creative competence development is presented. It provides for creation the special educational environment in educational institutions, focused on the development of creative competence components in the process of teachers' professional formation. The data on the organization of the forming experiment is given and their results are analyzed, during which the approbation of the proposed program is carried out. According to the results of approbation of the author's program of creative competence development, practical recommendations for provision of environmental conditions for the teachers' creative competence development in the process of professional formation are developed.
