Development of creative abilities of pupils in the conditions of profile education: quantitative and qualitative analysis of empirical data

Згідно із Законом України «Про освіту» ключовою компетентністю, яку слід формувати в учнів, є критичне та системне мислення, здатність логічно обґрунтовувати позицію, творчість. Тому у статті з’ясовано стан реалізації проблеми розвитку творчих здібностей старшокласників в умовах профільного навчання. Автором досліджено розуміння педагога-ми сутності поняття «творчі здібності», рівень усвідомлення ними завдань щодо творчого розвитку учнів та їх реалізації у практиці. Виявлено види творчих завдань, які найчастіше використовуються у педагогічній практиці для розвитку творчих здібностей учнів. Проаналізовано та узагальнено результати опитування щодо використання педагогами технологій та організаційних форм для розвитку творчих здібностей учнів; кількості часу на занятті, що використовується педагогами для досягнення цих цілей. З’ясовано рівень готовності педагогів до власного творчого розвитку. Виявлено позицію педагогів щодо можливостей підвищення ефективності процесу розвитку творчих здібностей учнів в умовах профільного навчання.According to the Law of Ukraine “On Education” the key competence that should be formed in pupils is critical and systemic thinking, the ability to logically prove the position, creativity. So in the article there is carried out a quantitative and qualitative analysis of empirical data obtained through a survey method. There has been studied the teachers’ understanding of the essence of the concept of “creative abilities”, level of their awareness of tasks concerning the creative development of high school students in the conditions of profile education, as well as the level of realization of these tasks in their own practical activity and paying special attention to the development of students’ creative potential. It is established that teachers in general understand the essence of the concept of “creative abilities” and seek to develop all their components: intellectual-heuristic and intellectual-logical abilities, motivational-creative activity, self-organizing, communicative and aesthetic abilities. Despite the teachers’ understanding that developed creative abilities are one of the most important results of educational activity, the special formation of these personality characteristics is not given enough attention. There have been revealed the features of the types of creative tasks that are most often used in pedagogical practice for the development of students’ creative potential. The research tasks, the tasks for identifying contradictions and problems, communicative-creative tasks, logical tasks are among them. The results of the survey on the application of pedagogical technologies for development of students’ creative abilities and organizational forms applied by the teachers for this amount of time at the lesson have been analyzed and summarized. It has been found out that the most used technology for development of creative abilities of high school pupils in the conditions of profile education is project technology. Rarely used methods are brainstorming, communication technology, problem-solving training technology, research and gaming technology. A special attention has been paid to clarifying the level of readiness of teachers for their own creative development, the presence / absence of barriers to their professional development. The position of teachers in raising the effectiveness of the development process of creative skills of high school pupils in the conditions of profile education has been revealed