Discussion Thus, unlike the studies carried out by
Sergeeva M.G. [9], Rakhimbekova G.O., Sakenov
J.Z. et al.[5], Mirza N.V. [7], we have proved that
the development of creative activity of higher
school teachers is an interrelated, interdependent,
gradual qualitative transformation of its
structural components (motivational, orientation,
content-operational,
value-volitional,
and
evaluation). We have proposed a set of socio-
pedagogical conditions that ensure the
effectiveness of creative activity development in
tertiary education teachers and can be formed in
course of the conscious efforts of the head of the
university (faculty, department) and teachers in
the following areas:
1) diagnostics of development features
of teachers’ creative activity and identification
of a number of problems connected with these
features;
2) formation of a special developing
environment in the team (department, faculty,
university);
3) special design of training sessions with
a focus on the development of the components
of the creative activity structure (motivational,
orientational, content-related and operational,
value-based and volitional, evaluative) in the
process of professional development of tertiary
education teachers;
