PRACTICALLY-SEARCH STAGE OF DEVELOPMENT OF FUTURE EDUCATORS’ AND TEACHERS’ CREATIVE ABILITIES

Introduction. One of the strategic directions of renewing modern education is the orientation of the higher pedagogical establishments on implementing a set of measures to create conditions for the development of the creative personality of intending teachers, the realization of his/her natural inclinations and opportunities in the educational process. The specificity of artistic and pedagogical education of intending teachers is the necessity to focus the educational process in higher educational establishments on mastering the aesthetic content of art, applying the art of speech, music, choreography, theatre, cinema, etc. in the educational process, which should promote the development of artistic and creative abilities to intend teachers. It is important to gradually form students' guidelines for creativity, to develop a constant focus on creative solutions to artistic problems. Purpose. The article aims to highlight the key positions of gradual developing artistic and creative abilities to intend teachers and the leading ways of appropriately organizing the process of developing intending teachers' artistic and creative abilities at the theoretical and research stage. Methods. The article applies the theoretical methods – comparison, systematization, and generalization of the psychological and pedagogical experience in order to determine the content for developing the artistic and creative abilities of future teachers; empirical methods – pedagogical observation; conversation; methods of the artistic communication, «problem presentation», correcting the creative search; discussion; interviewing; polling; analysis of the products of the artistic and creative activity; biographical method; developing mini-lectures-concerts; analysis of the products of the artistic and creative activity of future teachers, educators; expert evaluation and self-evaluation; subjective and objective method of self-observation; interactive methods («Microphone», «Take a personal position» (reflective discussion), «Circle of ideas», role play: «Experts» and «Connoisseurs»); heuristic methods; pedagogical experiment (formative stage). Results. Expanding students' knowledge of art, awareness of its stylistic and genre diversity, the development of the desire of intending teachers for artistic knowledge, raising general awareness of art, expanding artistic and aesthetic horizons, and empathic experience of artistic images in various arts. Originality. The following items were improved: a system of aesthetic education of students at the higher pedagogical establishment, the content of the theoretical and research stage of developing artistic and creative abilities, the specifics of artistic activity of intending educators and teachers, ways to train students for the artistic and educational work with children and youth. Conclusion. Ensuring the sequence of developing artistic and creative abilities implies the necessity for the gradual development of artistic and creative abilities to intend educators and teachers, the use of leading methods of appropriate organization of the process of developing artistic and creative abilities at the theoretical and research stage. This problem can find its further research in such areas as studying and selecting effective pedagogical tools to stimulate the creative basics of students' artistic and creative activities; finding and implementing ways to operate with intellectual skills (the ability to evaluate and analyze the artistic image, structure and texture, form and style of the work). Theoretical conclusions and experimental data of the research can serve as a basis for updating the ways of developing the artistic and creative abilities to intend teachers and contribute to the improvement of their professional competence in general.