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The article considers the need to develop professional pedagogical creativity of future teachers as a leading trend in the modernization of higher education. The importance of creativity in the training of teachers is justified by modern humanistic tendencies of social development, which determine significant changes in the organization of the pedagogical process in schools. Innovations in the school education space impose special requirements on the personality of the teacher, updating his creative potential. The study defines the essence of the general category “creativity,” based on which the idea of professional and pedagogical creativity is formed. As an important resource for its development, the independent activities of students are justified, which takes the form of leading activities in the system of higher pedagogical education. The work proposes a model for the development of vocational and pedagogical creativity based on creative independence on the example of the training direction “Pedagogical Education,” the profile “Life Safety,” the theoretical and methodological justification of which is presented by the highlighted principles. In their logic, targeted, meaningful, procedural, reflexive-evaluation components are built. A system of independent activities of students has been designed, uniting the algorithmic, reconstructive-heuristic, creative species that are used in the electronic educational environment of Minin University (MOODLE). The process of development of professional-pedagogical creativity is carried out sequentially and includes motivational-targeted, research, and reflection-evaluation stages. The diagnosis showed the effectiveness of the developed model in the conditions of its implementation in training practice.

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АннотацияВ статье рассмотрены государственные приоритеты масштабной системной программы развития экономики нового технологического поколения в отношении системы образования, государственные цели создания региональных вузов, Программа трансформации ДГТУ в центр инновационного, технологического и социального развития региона на 2017-2019 годы в части инновационной подготовки кадров вышей квалификации. На примере структурного подразделения регионального опорного университета представлено внедрение инновационных технологии в подготовку магистрантов и овладение ими профессиональных компетенций. Определены приоритеты проектно-ориентированной магистратуры для вуза и регионального бизнеса. Определены основные уровни ППС и магистров, способствующих формированию, развитию и укреплению нематериальных активов университета в цифровой экономике -бренда университета. Ключевые словаЦифровая экономика, инновации, проектно -ориентированная магистерская подготовка, опорный вуз, бренд. AbstractThe article considers the state priorities of a large-scale system program of development of the economy of the new technological generation in relation to the education system, the state goals of creating regional universities, the program of transformation of DSTU into the center of innovative, technological and social development of the region for 2017-2019 in terms of innovative training of On the example of the structural unit of the regional reference University the introduction of innovative technologies in the training of undergraduates and mastering their professional competencies is presented. The priorities of the project-oriented master's program for the University and regional business are determined. The main levels of PS and masters, contributing to the formation, development and strengthening of intangible assets of the University in the digital economy -the brand of the University.