ОЗНАКИ КРЕАТИВНОСТІ МАЙБУТНЬОГО ПЕДАГОГА ЯК ОСОБИСТІСНОЇ КАТЕГОРІЇ

The article explores the features of creativity in future educators as an essential personal category that determines their capacity for creativity and serves as a foundation for professional self-realization. Emphasis is placed on the necessity of developing creativity within the framework of modern teacher education, which should meet society's demand for cultivating creative, independent, and innovative specialists. The study analyzes various approaches to understanding the concept of "creativity," particularly in psychological, philosophical, pedagogical, and acmeological literature. Based on theoretical analysis, the primary features of creativity as a personal category are identified. These include intellectual and creative initiative, the ability to go beyond standard tasks and requirements, broad categorization, associative thinking, speed, flexibility, and originality. Special attention is given to the dynamism of thinking as a mechanism for the creative development of personality. It was found that many of these characteristics align with the concept of divergent thinking, as studied by J. Guilford, and are crucial for successfully addressing pedagogical challenges. The study concludes that the creativity of future educators is a fundamental condition for their professional readiness, as modern teaching activities require unconventional approaches, innovative solutions, and the ability to adapt to the dynamic conditions of the educational process. The research demonstrates that the development of creativity is not only the basis for the growth of a teacher's creative personality but also a significant factor in their successful self-realization. The practical significance of the study lies in identifying ways to foster creativity in future educators within the educational process. The role of a creative environment, innovative methods, and pedagogical technologies in stimulating creative abilities is also considered.