Creative industries’ pedagogy: professional training model

Introduction. The creative industries sphere, being one of the areas of economic development of society, namely creative, covers the process of creating, through intellectual labor, a sought-after creative product in the field of digital and applied art, functional creativity that affects the well-being of people. One of the key actors stimulating the development of this area is the teacher who provides vocational training for the labor market in the field of creative industries. Considering the scarce nature of research devoted to this problem, this article proposes a model for the professional teaching staff training for the creative economy areas. Materials and Methods. The methodological basis of the study was competence-based (I. A. Zimnyaya, A.-K. Koenen, F. Dochy, etc.), activity-based (A. I. Irgalieva, etc.), convergent (M. V. Deev, E. Fonseca, I. Molderez, J. Overberg, etc.) and personality-oriented (A. V. Petrovsky, I. S. Yakimanskaya, etc.) approaches. The research methods are analysis of scientific works, regulatory documents and media publications (n=36) devoted to the phenomenon of creative industries, as well as experience in training vocational teaching stafffing for this branch of the creative economy. An important research method was the modeling of the process of professional teaching staff training for the creative industries. Results. This article is devoted to modeling the process of vocational and pedagogical training for the creative industries. The article presents a historical overview of the phenomenon of creative industries, the creative economy corresponding sector’s directions’ classification. As a scientific novelty, there is an educational model for training teaching staff at the master's level, capable of providing high-quality training of specialists for various creative industries, the demand for which in the labor market is increasing every year. The model’s content is determined by four blocks: motivational-target, content-logical, activity-technological and diagnostic one. Discussion and Conclusions. The presented teachers for the creative industries’ professional training model takes into account important modern trends in these areas: training for professional practice in an entrepreneurial environment, implementation in the format of blended learning, activation of creativity in the process of implementing creative practices, etc. Experience of successful implementation in the educational process vocational and pedagogical training of specialists for the creative industries through the presented model will contribute to the growth of highly qualified creative specialists in demand in the creative economy sector’s labor market.