Pedagogo asmenybės kūrybiškumas

LTStraipsnyje nagrinėjama pedagogo asmenybės kūrybiškumo problema. Apibendrinus mokslininkų įvairius požiūrius į pedagogą ir jo kūrybiškumą, pateikiami mūsų atlikto tyrimo, kuriame dalyvavo specialiųjų ir bendrojo lavinimo mokyklų mokytojai, rezultatai: įvertintas pedagogų faktinis kūrybiškumo lygis; ištirtas jų požiūris į kūrybiškumą; akcentuojamos svarbiausios kūrybiškos asmenybės savybės. Raktiniai žodžiai: pedagogo asmenybės kūrybiškumas, kūrybiškumo lygis, požiūris į kūrybiškumą.

ENThe school of the renewing society becomes a place for implementing change and novelties. In the national curriculum for mainstream schools, the development of creativity is emphasised as one of the main aims of education. One of the main conditions for developing creativity at school is the creativity of its teachers. The teacher, his/lier personal qualities have been allocated various degree of attention in different periods of education, however, creativity has always been in the centre of attention. The problem of creativity of the teacher’s personality in its different aspects has been investigated by Butkienė, Kepalaitė, Jovaiša, Kavaliauskienė, Laužikas, Petrulytė, Rajeckas, Tijunėlienė, Žemaitis and many others. The authors emphasised an important condition for creative work (teachers’ life becoming more active), singled out essential features of teachers’ calling, pointed the requirements for the teacher’s personality, described the main creativity factors, etc. Today it is very important to know what a modern teacher is like, how s/he understands creativity, what her/his attitudes towards creative activities are. The aim of the present research was to evaluate the actual level of creativity of mainstream and special schoolteachers and to examine their attitudes towards creativity (the data from a test and a questionnaire were used). The paper analyses and discusses the research results illustrated by figures and a table. The research data analysis allowed evaluating the actual level of teachers’ creativity: in special schools it was 94.1%, in mainstream schools accordingly 100%, while 5.9% special school teachers were assessed as very creative. Most respondents pointed out such qualities of creative teachers as ambitiousness, inquisitiveness, self-confidence, strive for independence, constancy, ability to abstract and to concentrate.The main qualities of a creative personality (ambitiousness, inquisitiveness, self-confidence, strive for independence, etc.) are typical both amongst mainstream and special schoolteachers. Having summed up the answers to the questionnaire defining the teacher’s ambitiousness (What should be taken into consideration, in your opinion, while choosing a profession?), we found out that special schoolteachers are more ambitious (91%) than mainstream schoolteachers (88%). The results show that as many as 72% special schoolteachers and 73.2% mainstream teachers are inquisitive enough (they are open to novelties, attracted to unknown things, the respondents think they can change their living environment, i.e. move, etc.). The answers describing the person’s self-confidence (Are you able to change the environment yourself? Will you be able to change anything in the future? Are you always sure you will he able to implement what you planned?) show that the respondents do not lack self-confidence: 72% of them gave positive answers. Teachers strive for independence: (this is characteristic of 70.6% special and 64.3% mainstream schoolteachers). The analysis of the answers defining teachers’ constancy (How do you act in the case of a failure? When do you finish work?) we can say that this quality is more characteristic of special schoolteachers (70% special schoolteachers and 60% mainstream respondents gave a positive answer), while mainstream schoolteachers emphasised the ability to concentrate more (69%).The research results allow us to evaluate positively attitudes towards the person’s creativity of both special and mainstream schoolteachers. The teachers know that creativity is partly inborn, partly developed quality of a personality; that the behaviour of a creative child manifests itself through originality; that a creative personality is able to generate new valuable ideas; and to stimulate creativity in the classroom, one has to create a creative environment and stimulate students who work creatively. However, some teachers made mistakes in defining the main creativity link (it is intuition, and not trying various ways of solution), in choosing the typical reasoning for the creative' solution of a problem (i.e. solutions appear suddenly, they cannot be rationalised; it is not emotional-logical thinking), in pointing out where people’s mutual understanding begins (i.e. by intuitive emotional evaluations of goodness or badness, kindness or repulsion, and not on the basis of a logical analysis and assessment); in evaluating the link between creativity and intellect (these are essentially different parameters of a personality, and not that a non-creative person is usually of a low intellect). The research results show that teachers of both special and mainstream schools have a basic understanding of creativity; however, the above-mentioned mistakes speak about the lack of some psychological knowledge.