Realization Of The Creative Potential Of Future Engineers .

Advances in Social Science, Education and Humanities Research, volume 516of labor and production organization. The need in engineercreativity arises, when in the production processtraditionally known solutions, methods and means don’tsatisfy needs, and it is necessary to offer or to invent newsolutions [21].In the context of our research, the interest is the creativeactivity of engineers-teachers of the food branch. Theprofessional activity of engineers-technologists is directedon the search for new ideas, creative transformation,solution of non-standard tasks in production.The professional activity of engineers-technologists needscontinuous creative searching, setting creative goals,forming plans and projects of innovative development ofan enterprise, systematic work for a certain scientific,technical idea or project, creative use of standardizedelements, norms of scientific and technical activity,bringing ideas to introduction into the production process.That is the engineer activity is oriented on solvingtechnical-technological problems and tasks of a certainproduction branch, especially food one.In the pedagogical sense “creativity” is characterized bypersonal and social importance of obtained results inovercoming certain contradictions, appearing in theeducational process. We enjoy the experience of V.Andreev, who interprets creativity as “as one of the typesof human activity, directed on solving contradictions(creative task solution), for which objective (social,material) and subjective conditions (knowledge, skills,creative abilities) are necessary, which result is new andoriginal, personally and socially important and alsoprogressive” [22]. The researcher considers the problem ofpedagogical creativity as “a science about the pedagogicalsystem of two dialectically conditioned types of humanactivity: pedagogical education and self-education of aperson in different types of creative activity andcommunication for comprehensive and harmonicdevelopment of creative abilities of both separate personand certain group” [22].So, creativity plays the important role in the professionalactivity of engineers-teachers, favors effective solutions ofspecialized problems and practical tasks of theprofessional (professional-technical) education and thefood branch.At that creativity acts as a factor and necessary conditionof the effective self-creation of a person that determines itscreative essence. The role of creativity in self-creationintensifies the creativity process of a person him/herself[23]. An essential sign of the process of self-creation is itsactive character, organic penetration in differentmanifestations of activity and personal behavior. Thisprocess is an internal, active principle, pivotal essentialability that provides a possibility of continuous changes inthe personal structure as a dynamic, self-regulating andopen system [23].We agree with the idea of N. Negovska, who accents thefact that a successful realization of the professionalactivity of an engineer-teacher directly depends on thecontent and organization of his/her professional training ata higher educational institution [24].We understand professional training of future engineersteachers as a system of external and internal factors:firstly, the organized process of formation of the readinessto realizing professional tasks, main professional functionsthat correspond to certain types of the engineerpedagogical activity; secondly, the process of masteringgeneral and special competences, based on realization ofpotential possibilities of higher education applicants.The ability to self-determination, self-development, selfimprovement is realized, when a person becomes a realsubject. Moving forces of personal self-development arelocalized in a person him/herself, and external factors losetheir programming role [25]. The most constructive way ofself-creation is reflexive rethinking and transformation ofown experience, opening of the potential and developmentof a person by own efforts, by activity [17].4.2. The possibilities of realization of thecreative potential of future engineers-teachersof the food branchThe term potential is translated from Latin as “force” andis interpreted in the wide sense as sources, means, reservesthat are present or can be mobilized for attaining a certainaim [26].Creative potential is a system-creating quality of a personthat reflects a type of interconnection of all human abilitiesand integrative phenomenon that combines essentialcreative forces of a person in real practice and overactivity relations [11].We share an idea of the researcher P. Kravchuk that a “keymoment in the training system of a specialist with a highereducation is the development of his/her creative potential,because just the development of searching, analytic,transforming abilities of a student rises a mastering levelof professional knowledge and also abilities and skills ofsocial orientation on new conditions, fast reaction tochanges of a situation, making operative decisions” [11].So creative person is a person, able to realize own creativepotential through creative activity. At that the potentialitself acts as one of most important qualities of a creativeperson, as a source of creative activity under condition ofwhich formation and development, a person transformsinto creative one [27].The creative professional activity of a future engineerteacher may be realized at different levels and by differentmeans, but in any case it is constructed on principles ofhis/her competences and readiness to creative professionalactivity under conditions of organization of botheducational process and production sphere of any profile.The professional training of future engineers-teachers ofany profile is connected with formation of the integralprofessional competence or its components – general ative, organizational, managerial and creativeones. Attention is paid to certain aspects of the readiness tothe professional activity in the context of creation ofprofessional-pedagogical projects, using information-189

Advances in Social Science, Education and Humanities Research, volume 516communicative technologies, introduction of personallyoriented learning and so on. It is accented on the necessityof development of the creative potential and creativity offuture specialists, especially, in the food branch.4.3. The ways of improvement of theprofessional training of future engineersteachers of the food branchDepending on a scientific-pedagogical aim and expectedresults of the professional training of engineers-teachers ofa certain profile, researchers offered ways of itsimprovement, such as: coordination of pedagogicalcomponent with other training ones and succession inmastering just pedagogical experience achievements;integration of engineer and pedagogical components,based on the principle of unity and interconnection ofcontent and procedural aspects of the educational process;use of the integrative approach to studying generaleducational and professionally oriented disciplines, basedon information technologies; use of the creative approachat solving theoretical and practical tasks; formation ofseparated knowledge, abilities and skills andprofessionally important abilities, qualities and skills (forexample, projecting knowledge and skills, researchingskills, ability to learn something new continuously, to findand to use necessary information; humanistic ence,responsibility, creativity, pushfulness; ability to see and tosolve problems, ability to self-cognition, selfdetermination, self-development and so on); organizationof subject-subject interaction between a teacher and astudent that provides realization of their intellectual,communicative, regulatory-behavioral resources andpersonal potential as a whole; formation of an experienceof the creative professional activity, based onquasiprofessional actions at solving professionally orientedtasks and so on.But these ways of improvement of the professionaltraining of future engineers-teachers only partially satisfyrequirements, set to creative professional activity. Thus,according to the results of experimental works of a seriesof scientists, the creative (high) level of formation ofgeneral or special competences after the targeted influenceis: 25.4% (J. Gvozdetska) [28], 34.06% (О. KerekashaPopova) [29], 32.8% (J. Коzak) [30], 18.78%(О. Krivilyova) [31], 28.1% (М. Меfanyk) [32], 10.59%(О. Potapchuk) [33], 16.08% (А. Shaura) [34] and others.In the category of higher education applicants, whoseprofessional training was realized, based on thetraditionally formed practice, this percent is even lower:8.8% (Y. Gvozdetska) [28], 22.73% (О. KerekeshaPopova) [29], 26.4% (Y. Коzak) [30], 9.98%(О. Kriviliova) [31], 15.6% (М. Меfanyk) [32], 9.88%(О. Potapchuk) [33], 7.58% (А. Shaura) [34] and others.Taking into account the results of the analysis of themodern educational practice in training future engineersteachers of the food branch and its developmenttendencies, there have been established contradictions,appeared between:– grown requirements to the professional activity of futureengineers-teachers of the food branch and their trainingcondition;– the necessity to raise the level of the creativeprofessional activity readiness of future engineers-teachersof the food branch and the absence of an integral model ofthis process;– the need of future engineers-teachers of the food branchin professional growth and insufficient orientation of thetraining on the development of the creative personality of alearning subject;– potential possibilities of the professional training offuture engineers-teachers of the food branch atpedagogical educational institutions and their insufficientrealization in practice.So, we connect prospects of further searches in ourresearch with verification of the formulated hypothesis,based on the idea that intensification of the staff potentialof the food branch as to the readiness to orient fast inchanging labor conditions in the sphere of branch andeducation is provided, especially, by the training of futureengineers-teachers of the food branch to the creativeprofessional activity, namely: orientation of the training onthe optimal realization of the creative potential of futurespecialists and creation of correspondent organizationalpedagogical conditions (activation of incentive motives tocreative self-expression in the future professional activity;using of didactic possibilities of disciplines of the cycle ofthe professional and practical training in achievingexpected results of creative type; organization of thepsychological-pedagogical support as to formation ofcomponents of the readiness to the creative professionalactivity).5. CONCLUSIONSummarizing the aforesaid ideas, we may formulate thefollowing conclusions.Engineers-teachers of the food branch are specialists withdouble integrated competence, manifested in the ability torealize professional functions in both pedagogical andengineer activities. Their creative professional activityfavors effective solutions of specialized problems andpractical tasks of the professional (professional-technical)education and food branch under changing laborconditions.Creativity acts as a factor and necessary condition ofeffective self-creation of person that determines his/hercreative essence and provides a possibility of continuouschanges in its structure. Reflexive rethinking andtransformation of own experience, opening of the potentialand personal development by own efforts in theprofessional activity is the most constructive way of selfcreation. The potential acts as one of most importantqualities of a creative person, as a source of creativeactivity under condition of which formation anddevelopment, a person transforms into creative one.190

Advances in Social Science, Education and Humanities Research, volume 516The effective mechanism of self-creation of futureengineers-teachers in the food branch in the professionalactivity must be an orientation of their professionaltraining at the optimal realization of the creative potentialand provision of correspondent organizational-pedagogicalconditions.[12] Yakovleva, Ye.L. (1997). Psychology ofdevelopment of creative potential of the person. М. 224.(In Russian).REFERENCES[14] Romenecj, V.A. (2001). Psychology of creativity.K.: Lybidj. 288. (In Ukrainian).[1] About education: Law of Ukraine. Available at:https://zakon.rada.gov.ua/laws/show/2145-19 (InUkrainian).[2] Moljako, V.O. (2006). Abilities, creativity, talent:theory, methods, research results. Zhytomyr: Ruta. 320.(In Ukrainian).[3] Boghojavlenskaja, D.B. (1983). Intellectual activityas a problem of creativity. Rostov n/D. 173. (InRussian).[4] De Bono, Edward. (1993). Serious Creativity: Usingthe Power of Lateral Thinking to Create New Ideas.HarperBusiness. 338.[5] Rubinshteyn, S.L. Fundamentals of generalpsychology. Available at:http://yanko.lib.ru/books/psycho/rubinshteyn osnovu obzhey psc.pdf. (In Russian).[13] Postalyuk, N.Yu. (1989). Creative style of activity.Pedagogical aspect. Kazan. 204. (In Russian).[15] Guskova, Ye.A. (2007). Psychological conditionsfor the realization of the creative potential of students inthe educational process of the university. М. 212. (InRussian).[16] Varlamova, Ye.P. & Stepanov, C.Yu. (2002).Psychology of creative uniqueness. М. 256. (InRussian).[17] Prorok, N.V. (2009). Self-improvement and selfcreation – the basis of professional development of theindividual. Problems of modern psychology, issue 5.pp.367-379. (In Ukrainian).[18] National Classifier of Ukraine DK 003: 2010"Classifier of professions". Available at:https://hrliga.com/docs/327 KP.htm. (In Ukrainian).[6] Leontev, A.N. (1977). Activity, consciousness,personality. M. 304. (In Russian).[19] Handbook of qualification characteristics ofworkers' professions. Available at:http://search.ligazakon.ua/l doc2.nsf/link1/FIN11827.html. (In Ukrainian).[7] Popel, A.A. (2005). Psychological conditions for thedevelopment of social creativity of students in theprocess of professional training. Candidate’s thesis.N. Novgorod. 217. (In Russian).[20] Gure, L.I. & Redin, L.V. (2004). Development ofcreative qualities of students of a technical university inthe process of methodological training. Integration ofeducation. 3 (36). pp.126-129. (In Russian).[8] Lvova, I.V. (2005). Psychological factors in thedevelopment of personality creativity. Candidate’sthesis. Novosibirsk. 203. (In Russian).[21] Gaskova, Ye.Ye. & Pirogova, Yu.Yu. Engineeringcreativity. Available at: http://conf.sfukras.ru/sites/mn2011/thesis/s11/s11 10.pdf. (InRussian).[9] Guilford, J.P. (1975). Creativity: a quarter centuryof progress. Perspectives in Creativity / Eds.: L.A.Taylor, J.W. Getzels. Chicago: Aldme. pp.37-59.[10] Taylor, C.W. (1988). Various approaches anddefinitions of creativity. The nature of creativity.Cambridge: Cambr. Press. pp.99-126.[11] Kravchuk, P.F. (1992). Formation of creativepotential of the person in the system of highereducation. Extended abstract of Doctor’s thesis. М. 32.(In Russian).[22] Andreev, V.I. (1988). Dialectics of education andself-education of creative personality: basics ofcreativity pedagogy. Kazan. 238. (In Russian).[23] Boryshevsjkyj, M.J. (2012). Self-creation ofpersonality and socio-psychological essence aredeterminants of formation and development.S.D. Maksymenko (Eds.). Problems of general andpedagogical psychology. К. (Vols. XIV). (Рart 1).pp.28-35. (In Ukrainian).[24] Negovska, K.I. (2011). The specific aspect of theformulation of the specialty of an engineer-teacher in191

Advances in Social Science, Education and Humanities Research, volume 516the context of faculty training. Pedagogical Sciences.90. 130-133. (In Ukrainian).[25] Serdjuk, L.Z., Jablonsjka, T.M., Danyljuk, I.V.,Penjkova, O.I. & Volodarsjka, N.D. (2015).Psychological and pedagogical foundations of theprocess of self-creation of personality. L.Z. Serdjuk(Eds.). K.: Pedaghoghichna dumka. 197. (In Ukrainian).[26] Nikolajenko, L.I. (2016). Creative potential ofpersonality as a subject of foreign and domesticresearches: theoretical analysis. Scientific review. 1(22). 1-6. (In Ukrainian).[27] Jemchyk, O.Gh. (2015). The problem of creativepotential of the individual in the scientific andpedagogical heritage. Pedagogical sciences: theory,history, innovative technologies. 5 (49). 116-125. (InUkrainian).[28] Ghvozdecjka, Ju.V. (2018). Formation ofprofessional competence of future teachers of basics offood production technologies in the process ofprofessional training. Extended abstract of candidate’sthesis. Umanj. 25. (In Ukrainian).[29] Kerekesha-Popova, O.V. (2020). Formation ofmanagerial competence of future engineers-teachers inthe process of professional and pedagogical training.Extended abstract of candidate’s thesis. Berdjansjk. 23.(In Ukrainian).[30] Kozak, Ju.Ju. (2020). Formation of graphiccompetence of future engineers-teachers of computerprofile in higher education institutions. Extendedabstract of candidate’s thesis. Khmeljnycjkyj. 23. (InUkrainian).[31] Krivilova, O.A. (2018). Design of psychologicaland pedagogical training for maybutic victories inprofessional and technical naval bases. Extendedabstract of Doctor’s thesis. Khmeljnycjkyj. 37. (InUkrainian).[32] Mefanik, M.S. (2020). Preparation of futureengineers-teachers for the use of communicationtechnologies in vocational training of students ofvocational schools. Extended abstract of candidate’sthesis. Dnipro. 23. (In Ukrainian).[33] Potapchuk, O.I. (2016). Formation of readiness offuture engineers-teachers for professional activity bymeans of information and communication technologies.Extended abstract of candidate’s thesis. Rivne. 22. (InUkrainian).[34] Shaura, A.Ju. (2017). Methods of teaching foodtechnology to future teachers of vocational education.Extended abstract of candidate’s thesis. 26. (InUkrainian).192

1. To consider the essence of the professional activity realization of future engineers-teachers of the food branch in the context of the creativity phenomenon. 2. To reveal possibilities of realization of the creative potential of future engineers-teachers of the food branch as a factor o