Formation of readiness of future teachers to creative activity in school

Research objective is to reveal the level of readiness for future teachers to creative activity at school and to provide its realization with the author's methods. 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. method of tasks); empirical (studying of experience of higher education institutions, normative and educational-methodical documentation; pedagogical observation); experimental (the stating, forming, control experiments); methods of mathematical statistics and graphic representation of the results.

Formación de preparación de futuros profesores para la actividad creativa en la escuela Resumen El objetivo de la investigación es revelar el nivel de preparación para los futuros profesores a la actividad creativa en la escuela y proporcionar su realización con los métodos del autor. Se desarrollan el modelo y los métodos del autor de la preparación de los futuros maestros para la actividad creativa en la escuela. El valor práctico del trabajo es que el modelo desarrollado de preparación de futuros profesores para la actividad creativa en la escuela, los métodos de trabajo consecutivo sobre la formación de esta disposición, los métodos de diagnóstico de la preparación pueden utilizarse en la práctica docente de las instituciones pedagógicas de educación superior, y también por maestros de escuelas integrales.

INTRODUCTION
Creativity assumes new vision, the new decision, new approach.
It is readiness for refusal of habitual schemes and stereotypes of behavior, perception and thinking, readiness for self-change. Creativity is introduction into the world something new, realization of the certain originality, uniqueness, and it is the creative act.
In the modern philosophical dictionary creativity is considered as "the person activity, creating new objects and qualities, schemes of During the studying process of theoretical material the teacher should select among the set of didactic and additional materials such tasks, which would contribute to the development of the creative beginnings at schoolchildren. As a rule, teachers generalize theoretical material in other aspects, such as presentation, messages from other auxiliary sources. At the same time the informative and creative potential of pupils is increased.
The teacher of comprehensive school owing to features of professional activity in a varying degree combines scientific and pedagogical creativity. Certainly, the nature of scientific activity, the logic and algorithm of the solution of scientific tasks determine the algorithm on solution of pedagogical tasks. It is not casual, because, firstly, pedagogical creativity is more regulated in time, secondly, the delay of results of creative search at the teacher is available, thirdly, there is taken place the coauthorship of the teacher with pupils, colleagues teachers in pedagogical process, based on the unity of the purpose of professional activity.

Research methods
The following methods were used in the course of the research: theoretical (analysis; synthesis; specification; generalization; method of analogies; modeling); diagnostic (questioning; interviewing; testing; method of tasks); empirical (studying of experience of higher education institutions, normative and educational-methodical documentation; pedagogical observation); experimental (the stating, forming, control experiments); methods of mathematical statistics and graphic representation of the results.

Experimental research base
The experimental research base is Syrdariya University, Akhmet Yassawi International Kazakh-Turkish University.

The research stages
The research of the problem was carried out in three stages: at the first stage it was carried out the theoretical analysis of the existing methodological approaches in philosophical, psychological and pedagogical scientific literature, dissertation works on the problem, and also the theory and methodology of pedagogical researches; the problem, purpose and methods of the research are marked out, the plan of the pilot study is made; at the second stage the model of formation of readiness at future teachers to creative activity at school was developed; the methods of formation of readiness at future teachers to creative activity were developed; the experimental work was carried out; at the third stage the experimental work was completed, theoretical and practical conclusions are specified, the received results are generalized and systematized.

Structure and content of the model
In our opinion, the concept of modelling is a reproduction of the essential parties and the relations in didactic process. The basic purpose of modelling consists in actualization at the student consciousness the processes which psychologically correspond to the actions of the person. It is important that the situation had informative character for students, it must not be artificial, far-fetched, abstract, it has to give the chance of use of life experience.
We took the following gradation of levels as the basis for determination of the level of readiness at future teachers to creative activity: intuitive, reproductive, reproductive-creative and creative.
At studying the real state of readiness at students to creative activity at school, we will determine the percentage of the signs of the studied readiness in each of the marked out levels: creative level -20 signs -100%; reproductive-creative -15 signs -75%; reproductive -9 signs -45%; intuitive -3 signs -15%.
Being guided by the above criteria, the indicators, levels of the formation of the studied readiness at future teachers, we studied experience of some higher education institutions of the Republic of Kazakhstan. This model of readiness was the basis for diagnostics of the stating and control experiments at carrying out of experimental work on the studied problem.
It is important to begin the first stage of development of creativity at future teachers with studying of the discipline Pedagogy for creation of the strong base of theoretical knowledge. It is especially necessary to pay attention to the creative side of this question.
So, how do we hope to facilitate the informative creative task of the student?
The main thing is to provide dialogue between the learning subject (student) and the cognizable object -the personality as real (including -dialogue of the student with itself as self-knowledge) or imagined, figuratively represented. It can be reached by means of practical problem tasks.
The second is a stimulation of cogitative, search activity of the cognizant student that is provided with tasks on the analysis of theoretical views of different authors, comparative studying of different types of activity, actions, behavior, acts, the choice of the correct or preferable point of view from the row of given, and also tasks for theoretical or logical justification of the made choice.
Proceeding from it, it is possible to speak about creativity formation, so it is necessary to use the maximum of questions and tasks on reflection over the problems of pedagogy, cooperation and the Formation of readiness of future teachers minimum of hints of ready answers, that is the maximum of independence and creativity, and the minimum of formal following to the ready answer. The cogitative activity of the student at independent studying of the subject is strictly directed on the line of creativity: it is set the problemthe educational task or study question, it is recommended the literature, and it is stimulated the independent search of the answer. A duty of the teacher of higher education institutionis to teach students to diagnose the identity of the pupil, i.e. to pass from the empirical educational system to scientifically based.
We took the following gradation of levels as the basis for determination of readiness of the teacher on formation of creativity in students: high, sufficient, low. As criteria for determination of level of readiness at the teacher on formation of creativity in the students we took the constructive, organizational, communicative stimulating, information-training psychological-pedagogical methods and conditions of the training process.
We referred 4 criteria and 19 indicators (table 1) to the main criteria and indicators, opening the tendency of the studied readiness.
At studying of the real state of readiness at the teacher on formation of creativity at students, we will determine the percentage of the signs of the studied readiness in each of the marked out levels: high level -19 signs -100%; sufficient level -13 signs of-68,4%; low level -2 signs -10,5%.

Stages of model introduction
The experimental work with future teachers was carried out in three steps, covering the stating, forming and control experiments. The

students of 2-4 courses of Syrdariya University and Akhmet Yassawi
International Kazakh-Turkish University participated in the experiment; there are captured 300 future teachers. During the experiment, it was analysed the pedagogical activity of students of the second, third and fourth year. We recognized that the creative relation of the teacher to his professional activity is connected with the necessity of conducting in the training process in higher education institution of the system-forming creativity -creative notebooks.

The stating stage
The anonymous questioning and specifying conversations with the second-year students allowed to establish that 27% recognized the The analysis of the obtained data allows to draw the conclusion that training of future teachers to creative activity in a pedagogical higher education institution is carried out at the average level and develops in students the constructive, organizational, communicativestimulating, information-training abilities, i.e. those abilities which have the importance for the organization of joint creative activity of students in the process of their vocational training.
It is necessary to accustom future teachers gradually and systematically to permission of pedagogical situations which quite often arise in teaching and educational process. As an example, the imitating pedagogical situation was given for the second-year students in the following content: "How would you solve the problem situation in case: if during the break two schoolchildren did not divid the place Formation of readiness of future teachers of the school desk, and after there was a quarrel between children, and each of them didnot want to concede?" (Babansky, 1987:10). The conducted written survey shown that from 47 students -67% would prefer to resolve this situation by the administrative-command method of influencing the schoolchildren, 21% -admonitions, only 9% -nonstandard, perceptual ways, 3% could not answer on the asked question.
Therefore, in higher education institution, putting future teachers in problem situations through creative activity, it is possible to develop gradually at them the logic of the search for the solution of pedagogical tasks by the non-standard ways and to train them for future profession qualitatively.

The forming stage
It is known that studying of science in connection with vital practice -is simultaneously and studying of school life from the scientific position, that is scientific research of practical problems. It is expedient to show to future teachers the system-forming function of pedagogical science.
More concrete methodical recommendations usually contain in tasks on each subject of the projects, given to the students on consultations. During preparation for performance of the tasks, it is necessary to study very attentively the requirements to quality of work that will allow for the student to be guided by them at independent academic subject in the pedagogical higher education institution has to be, to some extent, turned to student teaching. The practice has to be entered in objectively existing stages of the formation of future teacher in order to take proper place in the training system of students for work at school. Today, unfortunately, it is possible to allocate only two such stages.
Joining in practice at each training stage, the student deals with pedagogical systems (the system of the teacher work, class teacher, etc.). Development has to be carried out at three levels: personalconviction in the need of a system of work; scientific and pedagogicalmastering its scientific bases; practical -mastering abilities of its organization. The specific place on forming creativity at future teachers has to be the mastering by them basics of pedagogical skill of the teacher. The special course Creative activity of the teacher at modern school was conducted with students of senior years. Our They saved family bonds in two cases.

Control stage
Check of formation on levels of readiness at students to creative activity was carried out taking into account earlier described indicators, criteria and methods. Dynamics of the growth of the studied readiness can be tracked visually (table 2). 4. Creative level is observed at 5,6% of the graduated students.
Generally it is students who have the sufficient level of knowledge of the subject, there are natural teacher's data, scientific and practical approach to pupils, and aspiration to cooperation with schoolchildren. Analyzing table 2 indicators, we consider that reproductive (51%) and reproductive and creative (21,4%) levels of readiness at students to creative activity should carry to suffice, as in total 72,4% of the examined graduates possess them. Intuitive level of readiness (22%) can be considered insufficient, and creative (5,6%) -is considered as ideal. Therefore, it is necessary to focus the organization and content of teaching and educational work in a teacher training university.
It is visible from the table that for the formation of readiness at students to creative activity, it is necessary to conduct systematic, purposeful and productive work in the complex with special departments. Creative notebooks are especially important; visit by micro-groups by second-year students of lessons at studentprobationers; introduction into their practice of innovative training technologies and education of schoolchildren, which give the gain in dynamics of the readiness, studied by us.
This table shows that in the process of the experimental work with future teachers there is an increase of such qualities, significant for the formation, as reproductive and creative (from 8,2% to 21,4%) and creative (from 1,4% to 5,6%) nature of the activity. Also it is visible from the table that the reproductive nature of activity at future teachers decreases considerably: from 72% (on the second year) up to 51% (on the final year).
Proceeding from the above, it is possible to draw the conclusion that the offered method on formation of readiness at future teachers to creative activity is effective (Ibrahim Ova et al., 2017).

DISCUSSION
Studying of psychological and pedagogical literature allows to state insufficient readiness of this problem, the absence of scientificreasonable training system in a pedagogical higher education institution on the formation of readiness at future teachers to creative activity at school. The problem of creativity in the psychological science was studied by many scientists. Mooney (1963), Torrance (1988, Cratchfield (1962), Starkwezer (1976), Patric (1955), Barron (1988) and others. They defined ability to creativity differently. They have something in common with all the differences in these definitions: the ability to creativity is defined as the ability to create with another -products of activity influence mass consciousness and develop the existing orientations. Nikandrov(1987), Babansky(1987), Zagvyazinsky (1987), Lvova(1985, Shadrikov (1987) etc., considered problems of pedagogical creativity. Their works, generally, opened the problems of the creative relationship between participants of pedagogical process, and they did not pay much attention to formation of creativity at future teachers in the process of vocational training. Belozertsev's (2009)  A group of the researchers Bezrukova (1996), Kuzmina (1990), Slastenin (1997), Shcherbakov (1987)  We are convinced that the ability to solve creative problems has to be put in the teacher training. The important factor is a creation of the atmosphere of productive and creative activity for the teacher on training of future teachers in creative activity in higher education institution. It assumes liquidation of the essential shortcomings of vocational training at graduates of pedagogical higher education institutions, namely: the formalism in knowledge, inability to apply knowledge in the concrete pedagogical situation, lack of studying skills at schoolchildren and establishing contacts with them, the management of children's collective, the correct relationship with colleagues, etc.
It should be noted that pedagogical practice is reliable bridge between the theoretical and practical training of students in higher education institution and their further professional activity. There should be noted: how future teacher will be able to acquire the elements and features of teaching activity, and how he will be able to show the creative abilities. It is known that the ability to pedagogical activity at students is shown not at once. It is a laborious and hard work both for the teacher of higher education institution, and for the student. The belief in possibilities of future teacher should not turn into an ostentatious statement of material, and on the contrary, every time, each lesson has to bring to itself the new ideas, non-standard and interesting forms of the organization of educational process. The logic and big optimismare basic elements for disclosure of the creative potential of students. The student as the tomorrow's teacher in higher education institution has to be ready to creative work in future professional activity. It is possible to draw the conclusion on the basis of the theoretical analysis that pedagogical creativity -is the original, non-standard decision by the teacher in the teaching and educational tasks, enrichment by him the new methods, means and methods of training and education of schoolchildren.

CONCLUSION
It is established that the formation of readiness at future teachers to creative activity will conduct successfully if the teaching and educational process of higher education institution has the stage-bystage training, which reflects mastering the pedagogical theory, Given research does not pretend to cover all aspects of the development on pedagogical creativity, readiness of future teacher to creative activity in school in the process of their vocational training in pedagogical higher education institution. It is necessary to study more deeply the possibilities of each cycle, studied at a pedagogical higher education institution, disciplines on formation of pedagogical creativity. The problem on formation of readiness at future teachers to creative activity by means of modern pedagogical technologies demands the special research.