In the science, due to the absence of strict and exact criteria for differentiating between creative and non-creative activities of a human, there is no rather full definition of ‘creativity’ notion despite that this matter was addressed by many scholars. Multifactor field in the science on creativity allows interpreting the essence of ‘creative personality’ notion as the set of independent separate characteristics identifying original individuality of a personality and the highest degree of its creative achievement. Meantime, creative approaches to the solution of professional tasks show the creative essence of a higher school teacher and are manifested in creative activity. On the basis of the analysis of literature on the research topic, the notion of ‘development of creativity in the structure of professionalism of a higher school teacher’ was formed: the activity seeking to establish purposed desire for creativity in a higher school teacher’s personality in the course of exercising his/her professional duties and development of his/her personal qualities required in that connection. In the course of the research it was acknowledged that development of creativity in a higher school teacher includes: a personality’s need in creative activity; creative skills; characterological personal features; individual specifics of psychical processes. The author, based on own experience, rationalizes the suggestion that the principal factor of successful training of adults (post-graduate studies, skills upgrading, professional retraining) is creative organization of not only the academic process but also of creative cooperation at all the stages of communicative chain ‘higher school teacher – adult trainee’.

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