Formation of Readiness of Future Teachers to Creative Activity in School

The basic changes, which have happened in recent years in an education system, are connected with strengthening of attention to the identity of the student as main social value. There are considerable high-quality changes in the methodological and theoretical approaches to the education process, in which the humanization tendency was outlined accurately. They predetermined the need of corresponding modernization of the teacher training system at higher educational institution, providing individual and professional formation of the future teacher, the maximum realization of his spiritual, creative opportunities. There are strengthened the tendencies to change of the education content, methods and forms of work with students, connected first of all, with again formed concepts of development of vocational schools. The main priority of vocational school are training of the identity of the specialist, professionally knowledgeable, competent, creatively developing in which spiritual and moral, humane qualities dominate. Now for future teacher it isn’t enough the simple possession of some sum of knowledge and abilities, there is necessary his constant readiness for change, readiness for creativity. However, it should be noted that the problem of formation of readiness at the future teachers to creative activity at school is still insufficiently investigated. So, the analysis of training process in pedagogical higher education institutions allows to draw the conclusion that this question isn’t opened in a broad sense. The scientific-theoretical knowledge, gained by students in the training process in pedagogical higher education institution in various disciplines, is insufficiently interconnected among themselves and doesn’t give conception about creative interaction of the teacher with pupils in their process of professional activity. Research objective is to reveal the level of readiness at future teachers to creative activity at school and to provide its realization with the author’s methods. The leading method of the study on this problem is the modeling, allowing to consider this problem as process of purposeful and conscious formation of readiness at future teacher to creative activity. The model and an author’s methods of formation of readiness at future teachers to creative activity at school are developed. The practical value of work is that the developed model of readiness at future teachers to creative activity at school, the methods of consecutive work on formation of this readiness, the methods of diagnostics of readiness can be used in teaching practice of pedagogical higher education institutions, and also by teachers of comprehensive schools.