Designing the process for developing teachers' professional creative activity in the context of information diversity

the article is devoted to the urgent problem of designing a systematic process for the development of teachers' professional creative activity in the context of the challenges of the modern digital era. Information diversity, on the one hand, opens up unprecedented opportunities for pedagogical innovations, and on the other hand, creates risks of information overload and formal use of technologies. The purpose of the study is to develop and theoretically substantiate a model for the process of developing teachers' professional creative activity, adapted to the conditions of information diversity. Research methods include theoretical analysis of scientific literature on pedagogical design, the psychology of creativity, and the digitalization of education, as well as methods of synthesis, generalization, and modeling. The results of the study consist in proposing a three-stage process model, including diagnostic-motivational, project-activity, and reflective-corrective stages. The model systematically links the development of a teacher's digital competencies with their motivation for creativity, practical activities in creating innovative educational products, and reflection on their own professional growth. Conclusions: The proposed model allows for a transition from a spontaneous and episodic to a purposeful and managed process of developing teachers' creative activity. It is emphasized that the effectiveness of this process directly depends on the creation of a special supportive environment in the educational organization that stimulates pedagogical search, cooperation, and professional self-improvement.

pedagogical design, professional creative activity, information diversity, digitalization of education, teacher development, creativity, information-educational environment, pedagogical innovations