The relevance of the problem under study is based on the society’s demand for training students – future professional training teachers ready to solve in a creative manner a wide range of professional and pedagogical tasks, as well as to develop professionally-oriented creative work in the process of training; it is also caused by the insufficient extent of the prior research within the vocational training theory of scientific and methodological mechanisms required for implementing this process. The purpose of the article is to develop a conceptual structural model of professionally-oriented learning and creative activity of the vocational pedagogical university students. Leading method for studying this problem is modelling which allows to consider this problem as the process of goal-oriented and deliberate acquiring by future professionals the creative approaches to implementation of professional activity. The article presents a structural model of learning and creative activity of vocational pedagogical university students, justifies the necessity to single out in the structure of the students’ learning and creative activity three interconnected components (creative, professional-pedagogical and personal-acmeological), proves the productivity of activating the learning and creative activity of the vocational pedagogical university students by organizing it as quasi-professional process of searching and solving professional tasks which are subjectively and objectively new, on the basis of using synectics including association methods of activating creative thinking integrated into the its structure. The article can be useful for teachers within the vocational and pedagogical education system, as well as for professionals who develop creative abilities of students based on the heuristic creativity methods.

Andreev, V. I. (1998). Pedagogy of creative self-development: an innovative course. Kazan: Kazan State University Publishing House, 317 p.

Derkach, A. A. (2013). Psychological-acmeological bases and means of optimizing personal and professional development of competitive specialist. Acmeology, 3, 14-21.

Gabdrakhmanova, R.G., Kalimullina, G.I. & Ignatovich, V.G. (2016). Professional Pedagogical Education Quality Management. IEJME-Mathematics Education, 11(1), 103-112.

Kedrov, B. M. (1987). On creativity in science and engineering. Moscow: Molodaya Gvardiya, 192 p.

Khamatnurov, F. T., Dudina, M. M. & Chistik, O. F. (2016). Psychological and Pedagogical Problems of Development of Talent Among Schoolchildren. IEJME-Mathematics Education, 11(8), 2903-2913.

Krayukhina, O. E. & Novoselov, S. A. (2008). Activation of professionally-oriented creative activity of students of the vocational pedagogical university. The Education and science journal, 8(56), 81–90.

Kubrushko, P. F. (2001). Content of professional-pedagogical education. Moscow: Vysshaya Shkola, 236 p.

Masalimova, A.R. & Chibakov, A.S. (2016). Experimental Analytical Model of Conditions and Quality Control of Vocational Training of Workers and Specialists. IEJME-Mathematics Education, 11(6), 1796-1808.

Nikandrov, N. D. (1987). Studying the pedagogical creative work. Soviet Pedagogy, 6, 104 –105.

Novoselov, S. A. (1997). Development of technical creative work in vocational education institutions: systematic approach. Ekaterinburg: Publishing House of the Russian State Vocational Pedagogical University, 371 p.

Novoselov, S. A. (2003). Designing artificial poems. Ekaterinburg: Publishing House of the Russian State Vocational Pedagogical University, 324 p.

Osipova, I. V. & Tarasyuk, O. V. (2010). Introduction to the course of vocational pedagogy. Moscow: Moscow State Industrial University Publishing House, 216 p.

Osipova, I. V. & Tarasyuk, O. V. (2011). Organizing the teaching and learning process in the context of the competency-based approach: teacher resource book. Ekaterinburg: Publishing House of the Russian State Vocational Pedagogical University, 138 p.

Romantsev, G.  M. (2001). Theoretical and organizational problems of vocational-pedagogical education development in Russia. The Education and science journal, 6(12), 23–35.

Rotenberg, V. S. & Arshavsky, V. V. (1984). Searching activity and adaptation. Moscow: Nauka, 193 p.

Shmakova, L. E. & Novoselov, S. A. (2008). Technology of complex development of artistic and creative abilities of future vocational education teachers in the sphere of design. The Education and science journal, 9(57), 57–67.

Subetto, A. I. (1992). Creative work, life, health and harmony. Studies in creative ontology. Moscow: Logos Publishing Company, 204 p.

Tkachenko, E. V. (2006). Concept of continuous education in design. Moscow: ISOM, 43 p.

Verbitsky, A. A. (1991). Active teaching in higher education institutions: Contextual Approach. Moscow: Vysshaya Shkola, 204 p.

Zagvyazinsky, V. I. (1987). Pedagogical creativity of a teacher. Moscow: Pedagogy, 160 p.

Zinovkina, M. M. (2002). Multi-level continuous creative education and school. Moscow: Prioritet-MV, 48 p.