Creative Education
2013. Vol.4, No.3, 234-240
Published Online March 2013 in SciRes (http://www.scirp.org/journal/ce) DOI:10.4236/ce.2013.43034
To the Problem of Forming Creative Competence of Future
Teachers
Sakipzhamal Uzakbaeva1, Bagdat Baimukhanbetov2, Kamalbek Berkimbaev3,
Bakhitzhan Mukhamedzhanov3, Rabiga Pralieva3
1Ablai Khan Kazakh University of International Relations and World Languages, Almaty, Kazakhstan
2Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
3A. Yasawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Received December 8th, 2012; revised January 10th, 2013; accepted January 26th, 2013
Working out of the new pedagogical bases of formation of the modern teacher both as professional, and
as the creative person possessing professionally creative competence becomes one of key problems in
educational system of the Republic of Kazakhstan. Search of reserves of improvement of professional
training of the teacher is displaced in a plane of formation and development of creative competence.
There is a necessity of transformation of educational system of the higher school for the unique creatively
developing educational system promoting formation and development of creative competence of students
as the factor of successful self-realization in the profession and the preconditions of competent support of
creative development of students.
Keywords: Creativity; Competence; Creative Education; Creative Competence
Actuality of the Research
Research urgency. Basic changes in high school development
become a strategic problem of the modern stage of social de-
velopment. The Kazakhstan educational system is intensively
enriched with the European experience, to which the domestic
scientific and pedagogical community refers ambiguously, and
forthcoming reforms in connection with the accession of the
Republic of Kazakhstan to Bologna process (In March, 2010
Kazakhstan became 46 country-participant, entered into Bolog-
na process) put before high schools a lot of problems in addi-
tion.
Participation of Kazakhstan in Bologna process has opened
for the country road to the European educational system, giving
the chance to improve the quality of training, mobility of stu-
dents and teachers, receiving diplomas in any point of the
European area and as freely to get a job to graduates of any
country of the world.
The system of mutual influence of higher education in the
European educational system is a priority direction of reform-
ing of the sphere of education in our country. The government
program of a development of education of Republic of Kazakh-
stan for 2011-2020, confirmed by the decree of the President,
shows concrete directions of development in this sphere (Gov-
ernmental Program, 2010).
Important steps are made in an education system and sci-
ences. Unification of process of science and education has
given new rate to occurrence of Kazakhstan in scientific-edu-
cational world according to the principles of Bologna process.
The share of the higher educational institutions which have
passed independent national institutional and specialized ac-
creditation according to the international standards has risen. It,
in its turn, makes special influence on the content educational
process at the higher school.
The modern vocabulary included new concept—“the aca-
demic mobility” which opens possibility to get education
abroad.
First, students can go abroad to study both for limited time,
and for long term; secondly, there they learn not only language,
but they study also a full one term or a year course of the cur-
riculum.
Joining of Kazakhstan to the Bologna process along with
granting of two-degree diploma education, opens a way for
achievement of following purposes: gives the chance to gener-
ate all basic preliminary conditions, among which curricula,
teaching methods and evaluation criteria, awareness of a teach-
ing compound; partners-participants of Bologna process give a
safeguard to advantageous elements of teaching process, recog-
nizing results and results of training of all universities; the joint
program of the general controls will be created; the joint di-
ploma of the European sample will stand out.
Working out of theoretical-methodological and technological
problems of formation of creative abilities of the future teacher
in the conditions of integration into world general educational
system becomes one of the actual activities for high schools.
Considering a wide experience of higher education and modern
lines in preparation of teachers in a context of Bologna process,
the pedagogical science gives great attention to working out of
the basic subsystems of creative development of the future
expert: theoretical-methodological, pedagogical, organizational,
technological.
The analysis of philosophical-pedagogical views of scientists
of the past (Aristotel, 1976; Komenskiy, 1939; Venttsel, 1911;
Kapterev, 1905) has shown some problems of creative self-
development of the person, and also some professional-creative
components of work of the person of a pedagogical trade have
been designated.
The problem of trainigof the future specialists to professional
234

S. UZAKBAEVA ET AL.
activity was a subject of research of such outstanding peda-
gogies of the past, as (Komenskiy, 1939; Disterberg, 1956;
Ushinskiy, 1974; Lesgaft, 1988, etc.).
Laws and factors of formation of the creative personality of
the teacher were proved in creative psychology and acmeology
(Raven, 2002; Aminov, 1988; Bogoyavlenskaya, 2002; Zimn-
yaya, 2004; Kuzmina & Golovko-Garshina, 2001; Kukharev,
1990; Markova, 1990; Mitina, 1998; Khutorskoy, 2002 etc.).
The higher school pedagogics (Bondarevskaya, 2000; Senko,
2003; Fridman, 1988; Yakimanskaya, 2002) has closely ap-
proached. To search of ways of vocational training taking into
account these laws. Some aspects of a problem are investi-
gated in the theory and a pedagogical education technique
(Kan-Kalik, 1990; Nikandrov, 1998; Slastenin & Kashirin, 2004;
Sokolnikov, 1989 etc.).
The researchers note that the found out facts are explained by
the costs of the traditional paradigm of educational system, in
the framework of which pedagogical activity was studied,
focusing on the rate as the average of the sample. The tradi-
tional pedagogical activity directed on formation of the system
of knowledge, abilities and skills of students, comes to the con-
tradiction with modern requirements to professional activity of
the teacher, focusing on transfer from teaching function on
inducing to creative self-development.
From the positions of the humanistic paradigm one of the
main value of education recognizes the ability of the subject to
self-realization in professional activities in support of the
creative potential of personality. The basis for efficient future
teacher’s professional development and its successful self-
realization in the pedagogical work is expressed in the structure
of professional competence.
From positions of a humanistic paradigm as one of the main
value of education is admitted the ability of the subject to
self-realization in professional activity in a support on creative
potential of the personality. The basis of effective professional
development of the future teacher and its successful self-reali-
zation in pedagogical work is expressed in structure of the pro-
fessional competence the establishment of which is intended to
contribute to the continuous pedagogical education.
The result of professional education is acquired by the
individual in the course of education the ability to perform
functional duties; skill level and skill in a certain professional
activity, the level of complexity of the performed tasks, i.e.
professionalism. Stages of man’s promotion “y stairs” of pro-
fessionalism were researched by (Gershunskiy, 2003; Markova,
1996; Povarenkov, 2002; Shadrikov, 1982) and others.
An important tendency in the development of the modern
higher school is the transfer of qualification approach in profes-
sional education to competence-based approach. This tendency
is reflected in the fact that the strengthening of cognitive and
information beginnings in the modern workplace is not
“covered” by the traditional concept of professional qualifi-
cations.
During the research it was found out that in pedagogical
works the issues of professionalism and competence of the
teachers are raised more often than in any context and which is
the subject of the study: readiness, pedagogical skills and crea-
tivity, innovative pedagogical activity, creative pedagogical
thinking and creativity of the teacher (Zagviazinskiy, 2010;
Kazimirskaya, 2007; Kashapov, 2006; Podymova, 2011, etc.).
Analysis of the researches devoted to the competence model
of study (Kazakova, 2000; Komarovskaya, 1982; Kuzmina,
1990; Markova, 1983; Matyash, 2011; Pavlyuchenkov, 1990),
shows that in concept of the terms “competence” and “com-
petency” a key factor is the experience of individual’s activity,
its active position, readiness to goal setting, including acmeo-
logical component. In our research by the competence, we
mean a group of interrelated and interdependent knowledge,
abilities and skills, providing the fulfilment of a particular
(specific) professional task, and competence is considered as
the ability to access (professional) activity in the framework of
the accepted competences “with the knowledge of the case,” i.e.,
to make responsible decisions and act adequately according to
the requirements of the situation.
By professional competence we understand the willingness
and ability of the specialist to act appropriatly in accordance
with the requirements of the situation, to solve tasks and
problems methodically correct and independently as well as to
evaluate the results of their activities. The competences are
included in the “section” of the educational process by means
of technologies, the content, the lifestyle of the educational
institution, the types of interaction between teachers and
students and among the students (Berkimbaev, Nyshanova, &
Kerimbaeva, 2012).
Actually the subject of the research-formation of a future
teacher’s professional competence, the development of teachers
psychological-pedagogical competence, the formation of the
individual style of activity were researched only in a few of
the works of applied character (Lukyanova, 2004; Torkhova,
2006).
The content of any profession is determined primarily by the
objective demands of the society, in which the given pro-
fessional activity is carried out.
Formation of creative competence of the person is one of the
actual problem for both the modern society as a whole and for
its individual elements, in particular for the educational system.
The analysis of teachers’ activity in modern secondary
schools testifies to the fact that the level of practical efforts on
the formation of creative competence of students in the teach-
ing process is not high enough. Observations and interviews
with teachers show that they are more interested in the degree
of acquiring programme material by students, than thoroughly
thought-out work on the development of students’ interest in
creative activity, the necessity in it, which predetermines the
development of creative abilities. In the system of getting
knowledge, abilities and skills the stereotypical techniques
directed on algorhythmization of the students’ actions are
dominated (Tutolmin, 2006).
The restructuring of the educational system with the purpose
of developing of student’s creative abilities is impossible
without changes in the content and nature of the teaching
process: changes in the ratio of reproductive and creative
activity of both teachers and students; the individualization of
teaching process; replacement of the traditional tasks with the
problematic and creative; the increase of time for independent
creative and research work of students.
Methods of the Research
The basic methods of research are theoretical analysis and
synthesis, comparison and concluding statistical data, modeling,
research of the experience of professional activity of the future
teacher of primary classes, the observation. In scientific work
for the decision of tasks and verification of assumptions the

S. UZAKBAEVA ET AL.
following methods of research were mainly used: logical me-
thods and techniques (the analysis of philosophical, anthropo-
logical, ethnographic, psychological, pedagogical, legal and
other literature on the problems of professional education,
synthesis, abstraction, generalization, analogy, structural-func-
tional method and probabilistic-statistical methods); methods of
theoretical knowledge (theory, formalization, deduction, the
ascent from the abstract to the concrete); methods of empirical
research: (observation, interviews, questionnaires, and biblio-
graphic method; the experiment under natural conditions, com-
parison, description, monitoring, measurement); the system
approach to the historical-pedagogical and logical analysis,
generalization and analysis of pedagogical experience; mo-
deling of pedagogical processes; pedagogical design, used for
the development of regulatory and program-technological
support. A methodology of experimental work was developed;
indicators and criteria for evaluating the effectiveness of the
identified conditions were refined; pedagogical experiment
wasconducted; the educational-methodical support of edu-
cational process of professional preparation of future teachers
of primary classes, aimed at formation of the creative abilities
of future teachers and competences of the graduates was
developed.
The Results of the Research
In the course of the research the principles of formation of
creative competence of the future teachers were determined: the
principle of unity of formation and development in the process
of the emergence of creative competence of the future teachers;
the principle of the unity of the system, competence, personal
and developmental approaches in formation and development
of creative competence of the future teachers; the principle of
continuity and succession in the development of creative
competence of the future teachers; the principle of interde-
pendence of generalized educational trajectory and individual
educational route of the future teachers; the principle of
forming oriental search position of the student-teacher in re-
lation to any aspects of the pedagogical experience.
On the basis of the analysis of theory and practice of pro-
fessional training of teachers it is shown that the above-
mentioned principles exist the system of pedagogical education,
built as a system of the organization of purposeful process of
formation of creative competence of the future teachers of
primary classes (Baymukhanbetov, 2011).
Organization of the pedagogical process is impossible with-
out its science-based modeling as a system of general peda-
gogical training, as well as the process of formation of creative
competence of the future teachers of primary classes. The mo-
deling process consisted of the following stages: determination
of the nature of the model, developing a scheme, receive the
characteristics of each element of the scheme. Simulation of the
process of development of creative competence in the
conditions of pedagogical education by means of constructing
optimal functioning of the system of pedagogical profes-
sionalism, consisting of control components and stages of
professionalization; the three unity of theoretical, practical and
creative components of the emerging competence; component
methodological support, as well as a complex of organizational-
pedagogical conditions of the development effectiveness of
creative competence of the future teachers.
The data of experimental verification of the effectiveness of
the methodology for formation of creative competence of the
future teachers, coinside the level of higher education.
Experimental work was carried out in form of the lecture and
practical lessons, pedagogical practice of students in the
process of student-teacher and researcher cooperation at per-
forming of course and diploma papers. In the context of the
competence-based approach the assessment and self-assessment
of the development of the students’ creative erudition, creative
and skillfulness of being ready to creative pedagogical activity
was developed and implemented.
The author’s methodology of the development of creative
competence of the future teachers were consisted of: the me-
thod of compiling the individual student’s glossaries, method of
individual interpretation of the support schemes for studies in
psychology, pedagogics; the method of information methodi-
cal maintenance of independent research activity of students,
students independent work with the materials of the work-book
on the printed basis, the method of the “oral magazines” (prepa-
ration and conduct of the student’s pedagogical competitions,
competitions of pedagogical skill), the method of creative
drama (acting outs of theatrical pedagogical situations).
“Professionally-creative competence of the teacher of pri-
mary education” was implemented by: 1) lectures on creative
pedagogy and psychology, stimulating creative self-develop-
ment of the students; 2) practical work on the development of
creative readiness for pedagogical activity; 3) training for the
development and enrichment of the professional-creative skills
and abilities; 4) teaching process, simulaton of problem-conflict
situations, the method of case studies from the school practice;
5) task technology, the case-study method, technology of
designing and design reception of the presentation.
The integrity of the methodology was ensured by a system-
forming component—orientation to the formation of the stu-
dents readiness to creativity in teaching activities, readiness to
the competent support of the creative development of students.
Analysis of the results of experimental work on using the
system of non-rigid algorithms of innovative training of the
future teachers allowed to reveal positive dynamics in the
development of their creative competence (Berkimbaev &
Kerimbaeva, 2012).
In the course of the research we have shown that the
effectiveness of the implementation of the proposed methods
depends on the implementation of a complex of organizational-
pedagogical conditions. Under the terms of development of
professional-creative competence we understand the totality of
the necessary and sufficient measures, the circumstances of
time and place, to ensure the achievement of a student of a
higher level of development of the creative erudition, creative
abilities and skills, readiness to creative pedagogical activity,
communication, and personal self-realization in their organic
relationship and unity. Organizational-pedagogical conditions
represent a specially simulated situation of inclusion of students
to creatively developing teaching process (Kertayeva & Bola-
tova, 2008).
In general scientific approach to the research of problems in
the field of professional education, we have identified a set of
conditions, which form a certain system.
The most common organizational-pedagogical conditions
of forming the competence of the future teachers of primary
education are: science-based organization, management and
leadership of the process of pedagogical professionalism in the
process of continuous pedagogical education; the creation of a
236

S. UZAKBAEVA ET AL.
single creatively developing educational system at all stages of
continuous pedagogical education, development of creative
atmosphere at each training session, based on competence and
personality-oriented approach to improving the professionalism
and creative self-development of the teacher of primary educa-
tion; ensuring systematic and competence approach to profes-
sional-pedagogical education of the future teachers; implement-
tation of principles of continuity and system integrity of the
organization of pedagogical process of professionalization.
Methodical and technological conditions that affect the ef-
ficiency of development of creative competence of the future
teachers of primary education are: implementation of the
principles of flexibility, mobility and optimality methodological
and technological support of process development of profess-
sional-creative competence of the future teachers of primary
education; subject-activity approach to professional-pedagogi-
cal and creative professionalization of the future teachers, mas-
tering the future teacher to the culture of the educational-crea-
tive activity, innovative technologies of education, upbringing
and development of pupils; involvement in the creative labora-
tory of teachers by means of development of the educational-
cognitive and educational-research activities of students, gen-
eralization of the best and mass pedagogical, as well as experi-
ence of creative pedagogical activity; intensify-cation of scien-
tific-research cooperation, student and teacher-scholar.
Specific, subjective-personal conditions of efficiency of de-
velopment of creative competence of the future teachers of
primary education are: the enrichment of pedagogical profess-
sionalization of the students knowledge in the field of creative
pedagogy and psychology: on creative pedagogical activity,
substantive, methodological, communicative, creative teacher
and creative self-realization of personality of a teacher; ensur-
ing the integration of psychological and pedagogical skills of
students in the educational-creative process, in the professional
and creative abilities; development of the structure of the crea-
tive readiness of future teachers to pedagogical work through
optimal intellectual and spiritual, social and individual, norma-
tive and creative development.
The revealed conditions can and should be implemented in
the unity and a certain hierarchy. Each of the conditions of
development of professional-creative competence of the future
teachers is quite independently by virtue of its specificity and
purpose. However, the creative developmental potential they
reveal fully only in the aggregate. Thus, we can speak about the
need and adequacy of the proposed system of conditions for the
effective educational work on the development of the profess-
sional-creative competence of students.
The entire course of the experimental work has shown con-
vincingly that in the consistent implementation of the identified
conditions in experimental groups positive dynamics of forma-
tion of creative competence of the future teachers of primary
education was observed.
Experimental work was carried out on the basis of the Psy-
chology and Pedagogic Faculty of Abay Kazakh National Uni-
versity (Almaty City) and A. Yasawi Historical-Pedagogical
Faculty of the International Kazakh-Turkish University (Turki-
stan City). The total samples were consisted of 12 teachers, 82
students.
The diagnostic complex was used for the assessment of the
level of development of creative competence of teachers, the
results of the experimental study of the effectiveness of the
methodology and the pedagogical conditions, as well as the
analysis of the progress and results of experimental work on the
development of creative competence of the future teachers of
primary education.
In the course of establishing stage of experimental work the
initial level of development of creative competence of students
on the basis of determining the extent of the formation of its
main criteria: erudition, skillfulness, readiness was identified.
Analysis of the formation of the level of creative competence
of the students of the experimental and control groups allowed
to allocate relatively high, average and the low levels of devel-
opment of the required quality. In accordance with the criteria
and indicators (creative erudition: theoretical, pedagogical,
organizational, methodical, technological knowledge; creative
skill: research, communication, organizational, eurological,
technological skills; creative readiness: reflexivity, insight,
creativity, communication, focus on creativity, improvisation)
provides a description of each of the three levels of formation
of professional-creative competence of the student. One or
another indicator of the formation of the professional-creative
competence, in turn, was represented by five indicators, each of
which is assessed according to a five-point scale. For the objec-
tivity of the statistical measurement of the level of development
of professional-creative competence group assessment of the
severity of the qualities and formation of knowledge and skills
were used. The group of experts was consisted of 4 teachers, 6
students, 4 researchers.
The relatively high level of development of creative compe-
tence indicates the growth of professional psychological and
pedagogical knowledge due to enrich their knowledge of crea-
tive pedagogy and psychology. This level is characterized by
the skills to understand and solve pedagogical situations and
problems independently and originally, to find and use the
original methods of training and teaching, focus on the devel-
opment of students. Motivational and emotional-volitional
sphere of personality focused on the creative readiness for
pedagogical work, pedagogical insight, and the stability of the
personal situational activity, directness to creativity, high
communicative skills, improvisational style of pedagogical
activity and the adequacy of self-esteem.
The average level of creative competence is characterized by
lack of desire to knowledge of creative pedagogy and psychol-
ogy of mastering creative abilities. The student shows good,
smooth results in the theory and practice of the future profess-
sion. It is characterized by a focus on traditional professional of
training in pedagogical work. The structure of the creative
readiness of the future teachers’ personality is differentiated by
insufficient formation, inadequate self-esteem and unexpressed
personal activity.
The relatively low level of competence is expressed in mas-
tering the basics of the profession, the use of well-known in the
pedagogical theory and practice means, methods and forms of
training and teaching students, its unwillingness to delve into
the knowledge of creative psychology and innovative pedagogy.
This level is characterized by the lack of formation of structure
of creative readiness for pedagogical work, the stimulus activity,
low self-esteem and unexpressed motivation.
The diagnostic program study of the levels of development
of professional-creative competence according to separate cri-
teria and their indicators has allowed us to determine the initial
level in the experimental and control groups. It is established,
that the presence of the necessary knowledge and professional
skills of pedagogical activity of students does not mean that the

S. UZAKBAEVA ET AL.
future teachers has them. Much depends on the formation of
their personal qualities, exactly—creative readiness.
Diagnostic data were taken into account at the stage of
forming experiment, which included the realization of the ex-
perimental methods of development of creative competence of
students; study and the fixation of the degree of implementation
of the methodological recommendations; study of the level of
development of professional-creative competence of the stu-
dents of the experimental group on the basis of the use of iden-
tified criteria and indicators by us, as well as the analysis of
practical results of creative educational activity of students; the
comparison of the degree of implementation of the recommend-
dations in each experimental group; the final analysis and gen-
eralization of the results of experimental work in all experi-
mental groups.
The forming stage of experimental work was carried out in
the natural conditions of professional training of teachers. In
accordance with the aims of this stage, we organized three ex-
perimental groups and three control groups, which had the same
starting positions. The experimental groups were differing from
the control groups according to the pedagogical conditions,
ensuring the realization of humanistic paradigm of professional
training of future specialists. A statistically significant sample
was consisted of 160 students (20 students in the experimental
and control groups-samples at each step of the pedagogical
education).
In the experimental group, where the effectiveness of the use
of the system of pedagogical conditions and the transition to the
systematic training of the scientific training course was tested,
the highest results were obtained, the maximum level of the
professional-creative competence (professional-creative erudi-
tion + ability and skill to carry out creative teaching activities +
creative readiness for pedagogical work) were achieved, mostly
in the experimental group. For three years in the experimental
groups the number of students, the level of development of
professional-creative competence is characterized as high, in-
creased by 26%, reaching 35%. In the control groups, where the
model of the professional-creative training was not imple-
mented, the results of the quality of professional training was
only 8% (Avanesov, 1982; Gronlund, 1982).
Analysis of the results of the development of creative com-
petence in experimental student groups and their comparison
with the level of development of competence in control groups
allows to establish, that the use of the experimental method
with the observance of the organizational-pedagogical condi-
tions, ensuring the positive dynamics of development of pro-
fessional-creative competence, had a positive influence on the
increase of the level of development of professional training of
the future specialists in general.
Monitoring of the dynamics of development of profess-
sional-creative competence of the future teachers of primary
education was carried out in the framework of a teaching course
(pedagogy, psychology, private methods), from course to
course, with the consideration of the effectiveness of the inno-
vative educational technologies and the pedagogical conditions.
Evaluation increment was in cognitive (CL—creative erudition),
activity-practical (CS—creative skill), motivational-requires
(CR—creative readiness) components of the development of
the professional-creative competence (PCC) on a hundred point
scale.
Procedure of location of the indexes of development of the
components and the total indicator of development of profes-
sional-creative competence was in sequential computation of
the values of generalized development of the components of the
desired quality in each subject, a group of subjects in each step
of continuous pedagogical education, the sample as a whole.
Analysis of the results of control tests to determine the dy-
namics of development of professional-creative competence of
the examined students according to the basic criteria showed
the following:
 the level of development of creative erudition—76.4%;
 the level of creative skills—of 74.8%;
 the level of development of creative readiness—73.1%.
The total cumulative index of development of professional-
creative competence at the level of higher education is 74.8%.
A comparative analysis of the generalized mean scores of
development of professional-creative competence at the final
stage of development of professional-creative competence of
the future teachers of primary education in relation to the pre-
vious stages showed a significant increment:
 14.6% in relation to the regular stage of development of
professional-creative competence;
 of 54.4% in relation to the initial stage.
Thus, we can conclude that the use of innovative educational
technologies and, in general, the program of pedagogical pro-
fessionalism, had a decisive influence on an intensive growth
and development of the professional-creative competence of the
future teachers of primary education. The received data of sta-
tistical analysis indicate that the experimental technique posi-
tively affected the dynamics of students’ readiness to creative
educational activity on the basis of development of profes-
sional-creative competence, contributed to the translation of the
last to higher levels.
Distribution by level of experimental work is presented in
Table 1 and histogram (Figure 1).
Upon completion of the formative experiment to control the
effectiveness of a research program control tests were con-
ducted, the aim of which was to determine the levels of the
formation of the professional-creative competence of future
teachers of primary classes (Figure 2). The result of the ex-
periment was a certain increase in the level of the formation of
the professional-creative competence of future teachers of pri-
mary classes (Table 2).
Presented visualization of development of creative compe-
tence of the controlled students at all stages of experimental
work allow us to state that, in accordance with the hypothesis of
the experiment, with the use of innovative educational tech-
nologies and the pedagogical conditions, from stage to stage
positive dynamics of development of the required quality in the
conditions of creatively developing the teaching process of
continuous pedagogical educational system was observed.
We state out the fact that the analysis of experimental work
Table 1.
The dynamics of development of creative competence of the future
teachers on the different stages of professionalization in the experi-
mental groups.
Significance
The dynamics of development
of quality at the stages of
professionalization CL CS CRPCC
The initial state 24.8 20.6 15.620.4
Study 76.4 74.8 73.174.8
238

S. UZAKBAEVA ET AL.
24,8
76,4
20,6
74,8
15,6
73,1
20,4
74,8
0
20
40
60
80
100
CLCSCR PCC
Significance
The initial state
Study
76.4 74.8 73.1 74.8
24.8 20.6
15.6 20.4
Figure 1.
The levels of development of creative competence of the future teach-
ers.
45 39
16
26
50
24
0
20
40
60
80
100
Control (stating stage of the experiment)Experimental (control stage of the experiment)
Levels low
Levels middle
Levels high
Figure 2.
Levels of the formation of the professional-creative competence of
future teachers of primary classes.
Table 2.
Levels of the formation of the professional-creative competence of
future teachers of primary classes.
Levels
Group
Low MiddleHigh
Control (stating stage of
the experiment) 45 3916
Experimental (control stage of the
experiment) 26 5024
shows that the use of innovative technologies in the process of
professional training is of great importance and contributes to
the formation of creative competence of future teachers of pri-
mary classes. Scientific and practical research will be continued
by us, and at this stage of our work we make a conclusion about
the importance and relevance of the issues of using innovative
technologies in the formation of creative competence of future
teachers of primary classes, the modernization of the educa-
tional process, the updates of the content of the training process,
which accordingly affects the change in the professional prepa-
ration of future teachers.
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