Психологічне обґрунтування видів творчої діяльності вчителя іноземних мов

The aim of our research is to show psychological justification of types of creative activity of a foreign language teacher. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of analysis, systematization, modeling and generalization. The experimental method was used as the method of organizing empirical research. The results of the research. We have attributed to the reconstructive-variative type of creative activity: individual activity with those students who are studying; erudition, general culture; the ability to teach the material; and the authority of the teacher. This choice of criteria can be justified in such a way: the activity attributed to this type requires the presence of a base of information, knowledge, operating with which the teacher achieves the set of tasks. We have included the activation of learners, contact with the audience, culture of communication, the ability to optimize the learning process and education in the learning process to the heuristic level of creative activity. Conclusions. We proved that the types of creative activity, such as reproductive and reconstructive-variative types of activity, involve a high level of the development of analytical and synthetic abilities and skills, searching for the solution beyond the limits of the model already well-known to a human. We have attributed to the creative level such criteria of pedagogical skills as: improvement of pedagogical skills; a high level of preparation for pedagogical activity; psychological and pedagogical diagnostics, independently, without the help of a school psychologist; high intellectual development of a teacher. These criteria involve developing fundamentally new solutions, consolidating independent search for knowledge and a high level of motivation for the creative activity.