This article is written with the aim of theoretically substantiating the psychological and pedagogical foundations of the formation of the creative competence of a future teacher. The following tasks are defined and solved in the article: to concretize the concept of “creative competence of the future teacher” and formulate a definition of the phenomenon of “scientific co-creation”, substantiate its implementation using phases: end-to-end (monitoring and dialogue) and consecutive (“meeting”, understanding, thinking, activity ); to develop components of a model for the formation of creative competence of a future teacher in scientific co-creation; to develop and justify the criteria-diagnostic apparatus for monitoring the formation of creative competence of a future teacher in scientific co-creation; to develop, justify and implement a modular program for the formation of creative competence of a future teacher in scientific co-creation; experimentally verify the effectiveness of the proposed model for the formation of creative competence of a future teacher in scientific co-creation.
Volume 12 | 06-Special Issue
Pages: 644-649
DOI: 10.5373/JARDCS/V12SP6/SP20201075