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Scientific Co-Creation as Method for Development of Creative Competence in Future Educators

机译：科学共同创造作为未来教育工作者创造性能力的发展方法

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The article presents the experience of organizing scientific co-creation as a method for development of creative competence in future educators. Study model is described, which consists of a combination of components: target, methodological, content, organizational and resultative. The study objective was the organization of scientific co-creation as a method for development of creative competence in future educators. The methodological component is characterized by its approaches (competence-based, systemic activity, hermeneutic) and principles (of openness, continuity, flexibility, comprehension, dialogue, dominance of the other co-creator, reflexivity and metaphor). The content component is represented through scientific research essence of the subjects "Fundamentals of Research Activity" and "Development of Educator's Creative Competence in Scientific Co-Creation". The organizational components reflect the implementation of scientific co-creation method via continuous (monitoring and dialogue) and consecutive ("encounter", comprehension, deliberation, activity) phases, which are methodologically grounded in key provisions of hermeneutic approach. The study was based on participation of students enrolled in the education program 44.03.01 Pedagogic Education (academic bachelor's course), academic profile Preschool Education, a total of 89 students. By using reproductive, heuristic, research and reflexive methods, as well as particular forms and means (junior researcher's portfolio and author's tool "Creative Diary"), we have obtained the following results. Positive changes were detected at all levels of creative competence (low, medium, high) among students of the groups (Group 1, Group 2, Group 3), while trends toward higher levels of development for each component of creative competence were observed at the same time (inherently creative, communicative, team competences and personal qualities (motivation to succeed, intellectual curiosity, risk tolerance, self-starter quality).
机译：文章介绍科学组织共同创造为今后的教育创新能力的培养方法的经验。研究模型被描述，它由部件的组合的：目标，方法，内容，组织和动结。这项研究的目的是科学共同创造的组织为今后的教育创新能力的培养方法。方法论组分的特征在于它的方法（基于能力的，全身活性，解释学）和原则（开放性，连续性，灵活性，理解，对话，其他共同创作者，自反性和隐喻的显性的）。内容成分通过学科“研究活动的基础”和“教育者的发展的创新能力在科学共同创造”的科研精华表示。该组织的成分反映了通过连续的（监测和对话）和连续（“邂逅”，理解，审议，活动）阶段，这是在解释学方法的关键条款方法论接地科学合作创作方法的实现。这项研究是根据学生的参与，报名参加教育计划44.03.01教育学教育（学术学士学位课程），学术形象学前教育，共有89名学生。通过使用生殖，启发式，研究和反思方法，以及具体的形式和手段（初级研究员的产品组合和作者的工具“创意日记”），我们得到以下结果。在各组的学生（组1，组2，组3）之间创造性能力（低，中，高）的各级中检测到正的变化，而在观察到向更高水平的发展为创造性能力的每个分量的趋势同时（有创造性，沟通，团队能力和个人素质（动机成功，求知欲，风险承受能力，自启动质量）。

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