Pedagogical Conditions And Principles For Developing Teachers’ Creative Potential Based On An Acmeological Approach

Abstract

This article examines the pedagogical conditions and methodological principles for developing teachers’ creative potential through an acmeological approach. In contemporary education, the teacher is no longer regarded only as a transmitter of knowledge, but as a designer of developmental situations, a reflective practitioner, and an initiator of innovative pedagogical solutions. The acmeological approach makes it possible to understand professional growth as a purposeful movement toward the highest level of personal and professional maturity. The article substantiates that teachers’ creative potential develops effectively when professional motivation, reflective self-analysis, pedagogical freedom, methodological support, collaborative experience, and innovation-oriented educational environments are systematically integrated. The study also identifies key principles such as humanistic orientation, subjectivity, continuity, individualization, reflexivity, creativity, scientific validity, and professional self-development. The proposed acmeological model emphasizes the gradual transformation of teachers from performers of standard methods into creative professionals capable of designing original educational strategies and supporting students’ holistic development.