The thesis research is dedicated to theoretical and experimental study of the issue of shaping the future Fine Arts teacher’s creative pedagogical position. Referring to understanding the teacher’s creative pedagogical position as the fundamental science and pedagogical category that represents a teacher’s complex integrative professional characteristics determining the highly efficient pedagogical work, an attempt of defining its content and essence within the context of the future Fine Arts teacher’s occupational activity was implemented.
That enabled our treating the notion of the future Fine Arts teacher’s creative pedagogical position as a complex axiological-inherent integrative dynamic personalised occupational innovation of the future Fine Arts teacher’s creative pedagogical position; this, in its turn, presupposes the effectiveness of the teacher’s personal professionalization, contributes to obtaining instant artistic and teaching competences, facilitates the productivity of the students’ training and artistic activity and reflects their determined creativity system towards the artistic and pedagogical phenomena, as well as to their learners, to themselves and to other teaching process individuals within the unity of value and motivational, content and cognitive, creativity and operational, personalised and reflexive aspects.
The component structure of the future Fine Arts teacher’s creative pedagogical position (value and motivational, content and cognitive, creativity and operational, personalised and reflexive) was theoretically justified.
The value and motivational component of the future Fine Arts teacher’s creative pedagogical position reflects the system of student’s occupational and pedagogical values and value orientations combined with the elaborated motivational complex of the grasp of teaching activity. The content and cognitive component of the future Fine Arts teacher’s creative pedagogical position comprises the complex of psychology and pedagogical, didactic and technological, methodological knowledge determining the student’s pedagogical position and being the basis for the future Fine Arts teacher’s thinking sphere functioning in accordance with artistic and image-bearing, pedagogical, creative types of the future Fine Arts teacher’s occupational thinking. The criteria system (value and motivational, information and intellective, practical-subjective, individually-evaluative), indicators and levels (creativity – high; optimum – sufficient; adaptive – medium; reproductive – insufficient) denoting the level of the phenomenon under consideration and referring to higher educational institutions students were elaborated.
Methodological basis of shaping the future Fine Arts teacher’s creative pedagogical position were also worked out and justified; they are introduced as a system of science and pedagogical support for the aforementioned process being based on the selected science and teaching approaches (personalised practical, competence-related, axiological and creative) as well as the defined pedagogical principles (the ones of reflexivity; humanisation; systematic character and consistency; consciousness, activeness and self-activity; individualisation) and the specific teaching criteria (elaborating value- and sense-based attitude to creative pedagogical position as a factor of implementing the effective occupational activity; building the creative educational environs; stimulating creative activeness and initiative via involving in various types of teaching and creative activity; activating reflexion and self-reflexion of personal creative pedagogical position); the system under consideration is implemented as a practically oriented organisational methodological model comprising the following block components: target-oriented, methodological, content- and process-related, evaluative-resultative.
