Model for the Development of Students' Creative Competence in The Process of Teaching English

Аннотация

This study aims to develop a model for enhancing students' creative competence through English language instruction. The research is grounded in pedagogical theories and methodologies, focusing on non- philology students in higher education. The model is structured around four stages: preparatory, introductory, developmental, and analytical. Each stage is designed to progressively build students' creative competence through targeted teaching methods, content, and assessment tools. The study emphasizes the importance of integrating creative tasks, interactive learning, and diagnostic tools to measure and enhance students' creative abilities. The findings suggest that the proposed model can effectively foster creative competence, aligning with the educational goals outlined in national standards and societal needs. Keywords: Creative competence, English language teaching, pedagogical model, non-philology students, higher education. instruction? Introduction: The development of creative competence in students is a critical aspect of modern 2. How can pedagogical conditions be optimized education, particularly in the context of globalization to foster creative competence in non-philology and the increasing demand for innovative thinking in students? various professional fields. Creative competence refers 3. What diagnostic tools and methods are to the ability to generate novel ideas, solve problems in effective in assessing the development of creative unconventional ways, and apply knowledge creatively competence? in diverse contexts. In the process of teaching English, The study is based on the analysis of pedagogical fostering creative competence is particularly relevant, research and the works of scholars such as E.A. as language learning inherently involves creativity in Lodatko, V.P. Bespalko, and A.M. Novikov, who communication, interpretation, and expression. emphasize the importance of systematic and coherent Despite the recognized importance of creativity in educational models. The proposed model is designed education, there is no unified approach to developing to align with national educational standards and the creative competence, especially among non-philology specific needs of non-philology students, ensuring its students who may not have a strong background in applicability and effectiveness in real-world language studies. Existing pedagogical models often educational settings. focus on general education or specific disciplines, METHODS leaving a gap in models tailored to English language instruction for non-specialists. This study seeks to Research Design address this gap by proposing a structured model for This study employs a qualitative research design, developing creative competence in non-philology focusing on the development of a pedagogical model students through English language teaching. for enhancing creative competence in non-philology The research is guided by the following questions: students through English language instruction. The research is divided into four stages, each corresponding 1. What are the key components of a model for to a phase of the model: preparatory, introductory, developing creative competence in English language developmental, and analytical. The study is grounded International Journal of Pedagogics 49 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) in the principles of pedagogical modeling, which and structure of creative competence and its role in the involves creating a structured framework for professional development of students. A set of educational processes based on theoretical and creatively oriented tasks is developed, aligned with the empirical evidence. criteria for creative competence. Diagnostic tools are also designed at this stage to measure the initial level Participants of students' creative abilities. These tools are required The study targets non-philology students in higher to meet specific criteria, including integrity, reliability, education institutions, particularly those in their first to objectivity, technological feasibility, and openness. fourth years of study. The model is designed to be Introductory Stage adaptable to various educational contexts, taking into account the specialization of students and the specific The introductory stage focuses on assessing the initial requirements of their academic programs. level of students' creative competence. Using the diagnostic tools developed in the preparatory stage, Data Collection and Analysis students are categorized into low, medium, and high The research involves the development of diagnostic levels of creative competence. This stage provides a tools to assess students' creative competence at baseline for subsequent interventions and helps tailor different stages of the model. These tools include the teaching methods to the needs of individual creativity tests (e.g., Guilford, Torrance, and Mednik students. tests) and tasks designed t