Methods for developing the creative potential of future teacher-linguists in their studies

Linguistics University of Nizhny Novgorod, Department of Methods of Teaching Foreign Languages, Pedagogics and Psychology, Nizhny Novgorod, Russia

^* Corresponding author: galsors@ mail.ru

Abstract

The paper reveals the need to solve the problem of improving the quality of training of a future teacher at a university in the context of state requirements for the modernization of national education. The object of consideration in the paper is the quality of preparation of a future teacher of a foreign language at a university, the subject is the development of the creative potential of the teacher’s personality through the use of active methods, among which creativity training is of primary importance. The content of the paper is based on the analysis and generalization of scientific publications that reveal the issues of the quality of education, requirements for the professional personality and activities of the teacher, characterizing active teaching methods in teacher training. To diagnose the creative potential of students willing to become teachers of a foreign language, the study used the test developed by H. Sievert. At the formative stage, the students of the experimental group, in addition to traditional training, participated in creativity training. The paper presents the results of diagnostics of indicators of the creative potential of future foreign language teachers as a result of the use of creativity training. The participants in the experimental training had an understanding of their capabilities, the development of the skills and abilities necessary for introducing creative activity in the future profession, the adaptation of new knowledge, skills, and abilities to their psychological characteristics (interiorization). The practical significance of the study lies in the introduction of creativity training into the system of training a future foreign language teacher at a university to improve the quality of the curriculum by influencing the psychological mechanisms of the professional and personal development of students.