The article highlights the theoretical and practical aspects of the formation of future teachers’ readiness for the information competence self-design by means of the educational environment. The essence of the concept of “information competence” from the standpoint of different sciences and methodological approaches has been revealed. An appropriate educational environment of HEE was created to implement the technology of the formation of future teachers' readiness for the information competence self-design. This educational environment is a set of organizational, psychological and pedagogical actions and tools aimed at organizational and managerial, information and didactic, scientific and methodological and logistical support of this process, its main subjects. The modular object-oriented dynamic environment of Moodle is used for the realization of educational process tasks on the formation of future teachers' readiness for the information competence self-design. Experimental testing of the developed technology was conducted on 3 stages: ascertaining (diagnostics methods development of the formation of future teacher’s readiness for the information competence self-design, conducting initial diagnostics in control and experimental groups and designing the formation process of a specialist’s specified quality on the basis of research results and developed technology of its implementation in the educational environment of HEE), formative (the developed technology introduction, pedagogical tools, scientific and methodical support of the formation process of future teacher’s readiness for the information competence self-design, monitoring the formation level of the studied phenomenon in students of control and experimental groups), control (final diagnosis, comparative analysis of initial and final diagnosis). The study results indicate the positive impact of the developed technology on the dynamics level of the future teachers’ readiness for the information competence self-design in the educational environment of HEE. Keywords: information competence; teacher’s information competence; functions of information competence; future teacher; educational environment of HEE; methodological approaches; self-design; technology of readiness formation; higher education establishment (HEE).

The article considers the problem of developing creativity of intending teachers in pedagogical universities of Ukraine. In the context of the research the state of intending Mathematics teachers’ creativity development in educational theory and practice was found out. The essence of the concept «creativity of intending teacher» was clarified. The pedagogical system of developing creativity of intending teachers in the course of their professional training in higher education institution was substantiated. In order to be experimentally checked theoretical results of the research have been implemented into educational practice of higher educational institutions of Ukraine by means of the pedagogical experiment. The results of the experimental study of the level of creativity of intending Mathematics teachers at the stating and forming stages are presented. The dynamics of the process of developing creativity of intending teachers is highlighted. Statistical analysis of the experimental data confirmed the validity and objectivity of the obtained results and proved the effectiveness of the author's pedagogical system of developing creativity of intending teachers.

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The article is devoted to the construction of a definition of the phenomenon of creativity of future teachers, using the essence of the scope and content of the concepts, generic relations and specific features of the concept of ″creativity of the future teacher″, rules for defining the concept, etc., since the socio-economic situation puts forward new requirements for the process of training future specialists in institutions of higher education. We associate this with the fact that acquiring only subject knowledge in modern society does not make graduates competitive on the labor market. And that is why the New Ukrainian School requires creative, creative teachers of the modern generation. Today, the development of creativity of future specialists in the educational process of pedagogical higher education institutions due to the lack of flexible plans, programs, textbooks, insufficient use of innovative technologies occurs spontaneously, does not encourage students to professional creativity and reorients the components of the current educational system on the basis of modern concepts extremely slowly. It is established that modern psychological and pedagogical science considers this concept in various aspects (general foundations of creativity, mechanisms of creative thinking, creativity as a type of intellectual behavior, ″self-actualization″ in connection with creativity, the special nature of the motivation of creative activity, reflection of creativity and creative productivity at scientific employees, etc. Some methodological inaccuracies and improprieties during the modeling of various processes in educational activity, caused by differences in the interpretation of the concept of creativity in philosophical, scientific, methodical and psychological-pedagogical literature, are outlined. In addition, the publication presents a critical analysis of a significant number of approaches to the formulation of the definitions of the concepts ″creativity″, ″teacher's creativity″, ″creativity of future teachers″, etc. Key words: definition, creativity, pedagogical university, future teachers, gender relations.

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