European International Journal of Pedagogics
261
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
261-264
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Development of Creative
Abilities of Future
Teachers in The Process of
Preparing Them for
Professional Activity as An
Urgenteous Pedagogical
Problem
Khasanova Shakhnoza Tokhtasinovna
Professor of the Department of Preschool Education Methodology, Nizami
National Pedagogical University of Uzbekistan, PhD., Uzbekistan
Usmonalieva Yulduz Bakhrom qizi
Nizami National Pedagogical University of Uzbekistan, Master's degree,
Theory and Methodology of Education and Education (Preschool
Education), 1st year Master's degree, Uzbekistan
Sharofiddinovna Shahzoda Doniyorbek qizi
Nizami National Pedagogical University of Uzbekistan, Master's degree,
Theory and Methodology of Education and Education (Preschool
Education), 1st year Master's degree, Uzbekistan
Abstract:
In this article, the issue of developing creative
abilities in the process of preparing future teachers for
professional activities is analyzed as an actual
pedagogical problem. The scientific-methodological
basis of the introduction of creative approach in the
preschool education system is highlighted, and the role
of modern pedagogical technologies is shown.
Problems, opportunities and solutions in the
educational process are analyzed, and strategies for
creating a creative environment are based. Also, ways
to develop creative ability based on assessment,
reflection and monitoring are proposed. The article
emphasizes the approaches based on the combination
of practice and theory.
Keywords:
Educator, creative ability, professional
training, educational process, pedagogical technology,
innovative methods, methodological approach, creative
environment, preschool education, independent
European International Journal of Pedagogics
262
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
thinking, communication skills, critical thinking, project
activity, practical training, quality of education,
monitoring, pedagogical analysis, motivation.
Introduction
:
In the current modern education system,
the demands placed on the professional activities of
educators are increasing. Based on world experience
and national reforms, the formation of an educator as
not only knowledgeable, but also creative thinker,
initiator and innovative specialist has become an urgent
issue. Activities related to raising children are
considered one of the most responsible professions, in
which creative abilities play an important role.
Creative abilities are the ability of an educator to think
independently in problematic situations, find new
pedagogical solutions, arouse interest in children and
conduct innovative activities. Today's educational
practice shows that the creativity of educators is of
decisive importance in achieving high quality in
preschool educational institutions. From this point of
view, the development of effective methods for the
formation, development and assessment of creative
abilities in the process of professional training of future
educators is one of the urgent problems of modern
pedagogy. This article discusses the theoretical
foundations, practical solutions and promising
directions of this issue.
Qualitative changes in the preschool education system
and reforms aimed at comprehensively educating
children require further strengthening of the
professional potential of educators working in this field.
In particular, the role of creative abilities is invaluable.
Because modern children are being formed as
individuals with a broad worldview, growing up in an
interactive environment, and interested in innovation. A
standard approach to working with them is not enough
- the educator must have new ideas, initiative, and
creativity. Creative abilities are not only artistic talent,
but also the ability to find unconventional solutions in
the pedagogical process, attract children's attention,
adapt to various pedagogical situations, and organize
effective communication. Observations in pedagogical
practice show that educators with creative abilities
achieve high results in the educational process. They are
active in awakening children's interest, developing free
thinking and creative activity in them.
In the work of an educator, creative abilities are
expressed in such types of activities as a culture of
communication,
emotional
sensitivity,
an
unconventional approach to issues, pedagogical
improvisation, the use of visual and musical elements,
and teaching through children's games. These abilities
may be innate in human nature, but their development
and purposeful formation are a crucial task in the
educational process. If we look at world experience, in
Finland, Japan, Singapore and other developed countries,
great attention is paid to creativity in the training of
educators. For example, in Finland, every educator is
required to demonstrate a creative approach in their
work, they develop children's thinking skills not only on
the basis of textbooks, but also through life projects and
creative exercises. In Uzbekistan, in recent years,
attention has been increasing in the system of training
educators to creativity and innovative competencies. In
particular, creative activities, pedagogical trainings, case-
study and role-playing games among students studying in
pedagogic higher education institutions such as TDPU,
SamDU, TDPU named after Nizamiy have a positive effect.
In this respect, the creative ability of the educator is one
of the important criteria in his general professional
maturity and plays a decisive role in the future
development of children. If the teacher is creative, his
influence on the children will be positive, innovative and
inspiring. Therefore, every future educator must develop
his creativity as a structural professional quality.
Formation of creative abilities in future educators is one
of the urgent tasks in the preschool education system. But
there are a number of problems and limiting factors in
this process. First of all, there is an insufficient
methodological base in many pedagogical educational
institutions, in particular, a lack of practical exercises,
simulators and modular programs aimed at the formation
of creative abilities. This creates difficulties in applying
theoretical knowledge to practice.
Secondly, the lack of a creative environment in the
educational process, the tendency of the teacher to be
traditional in his approach and reliance on standard
methods, etc., hinder creative development. A creative
environment implies an environment of free thought,
initiative, openness to innovation, inspiration and
cooperation. If students do not feel free to express their
opinions and propose unconventional solutions,
creativity will not develop.
Thirdly, the uniformity and mechanical approaches in
practical exercises also contribute to the slowdown of
creativity. For example, in some educational institutions,
during the training of educators, practical exercises are
carried out on the basis of a complete plan and
instructions, that is, without the opportunity for the
student to express his personal approach and ideas. This
weakens the ability to think creatively.
Nevertheless, there are enough opportunities in this
regard. Today, large-scale state programs aimed at
digitizing the education sector in Uzbekistan and
introducing modern pedagogical technologies into the
educational process are creating new opportunities for
European International Journal of Pedagogics
263
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
the development of creativity. In particular, the concept
of “Development of the Education and Science Sector”
and innovative training courses introduced by the
President’s decree are clear evidence of this.
Technological opportunities also serve to support
creativity in students. For example, through interactive
platforms (Kahoot, Canva, Miro), online presentations,
multimedia materials, and project-based assignments,
students are learning to work independently and
approach things in a new way. These methods directly
contribute to the development of creative skills. Another
opportunity is the opportunity to open up students’
individual approaches through creative workshops, role-
playing games, and creative tasks during pedagogical
practice. In this process, it is important for teachers and
mentors to create a stimulating, free environment.
Also, the personal position of the student is of great
importance in the formation of creative abilities. If the
student does not have internal motivation, self-
confidence, initiative and research, then no matter how
good the external conditions are, creativity will not
develop to the expected level. Therefore, in the process
of training each educator should be motivated to
creative activity, taught to make personal decisions. In
conclusion, along with the problems that hinder the
development of creative abilities in future educators,
there are sufficient opportunities and resources. The
effective use of these opportunities depends on the joint
efforts of higher education institutions, professors and
teachers, and educational policy-making bodies.
Effectively solving the issue of formation and
development of creative abilities in future educators is
one of the decisive factors in achieving high quality and
efficiency in the preschool education system. A teacher
with creative potential creates an environment for
children not only of education, but also of inspiration,
interest and free thinking. From this point of view, the
development of creativity development strategies and
their implementation in pedagogic education is one of
the urgent tasks.
First of all, it is necessary to introduce special subjects,
modular programs and integrated training for the
formation of creative abilities in the process of training
educators in higher education institutions. It is
suggested to use trainings, creative seminars,
psychological games and pedagogical cases that ensure
harmony of theory and practice.
Secondly, it is important to create a creative
environment in the educational process. Such an
environment includes opportunities for free exchange of
ideas, independent solution-finding, presentation of
ideas, and critical analysis. The teacher, as a leading
figure shaping this environment, inspires, motivates and
leads students to new approaches. Thirdly, the targeted
use of digital technologies and information resources
creates great opportunities for the development of
creative abilities. Through innovative solutions such as
online projects, interactive presentations, creative
electronic portfolios, and virtual kindergarten models,
students can express their ideas visually and practically.
Fourthly, it is recommended to introduce a mechanism
for assessing and monitoring the creative activity of
educators. These mechanisms assess the student's ability
to independently complete assignments, develop new
methodological developments, write scripts, and
demonstrate pedagogical improvisation. A rating system
can be developed based on a special scale of creative
skills.
As pedagogical proposals, it is possible to take into
account the personal interests of students in creative
activities, further revitalize the “teacher
-
student” system,
and prepare creative projects together with well-known
educators in practice. At the same time, it is also
important to establish close cooperation with preschool
educational institutions in the training of educators. The
process of developing creative skills occurs not in an
educational institution, but in a practical environment -
that is, in real communication with children in a group.
Therefore, it is recommended to organize creative
experience seminars, master classes with the
participation of practicing educators. In conclusion, a
systematic approach, scientifically based methodological
approaches, a stimulating environment, and a new
pedagogical position play an important role in solving the
issue of forming and developing creative abilities.
Through such measures, future educators can be trained
as creative, competitive, and innovatively thinking
specialists.
REFERENCES
Obidov H., Abdullaev B. Pedagogical innovations.
—
Tashkent: Teacher, 2020.
—
176 p.
Usmanova N. Pedagogical technologies: theoretical and
practical foundations.
—
Tashkent: Science, 2019.
—
212
p.
Yuldashev Sh.H. Innovative technologies in primary
education.
—
Tashkent: TDPU publishing house, 2021.
—
132 p.
Jonassen D.H. Constructivist Learning Environments.
—
Englewood Cliffs, NJ: Educational Technology, 1999.
Rogers E.M. Rasprostranenie innovative.
—
M.: Yuniti,
2003.
—
320 p.
Siddikova N.I. Methodological foundations of creating a
creative environment.
—
T.: Ilm-Zio, 2022.
—
96 p.
European International Journal of Pedagogics
264
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
Hamidova M.K. Project activities in preschool education.
// Pedagogy and psychology.
—
2021.
—
No. 2.
—
B. 27
–
31.
UNESCO. Reimagining our futures together: A new social
contract for education.
—
Paris: UNESCO Publishing,
2021.
OECD. Future of Education and Skills 2030: Learning
Framework.
—
Paris: OECD, 2020.
Nazarova D.A. Methods of forming creativity in the work
of educators. // Preschool education.
—
2023.
—
No. 1.
—
B. 14-18.
Xasanova, S. T., qizi Qayumova, D. N., & Ramozonova, B.
S. (2023). TARIXIY OBIDALAR BILAN TANISHTIRISH
ORQALI TARBIYALANUVCHILARDA MILLIY G ‘URURNI
SHAKLLANTIRISH TEHNOLOGIYASI. GOLDEN BRAIN,
1(31), 101-107.
Tokhtasinovna, K. S. (2023). THE CONTENT OF FORMING
NATIONAL PRIDE IN STUDENTS IN THE PROCESS OF
FAMILIARITY WITH HISTORICAL MONUMENTS.
Xasanova, S. (2022). ORGANIZATION OF A DEVELOPING
EDUCATIONAL SPACE AS A FACTOR OF A CHILD'S
READINESS FOR SCHOOL. Science and Innovation, 1(8),
2199-2203.
Xasanova, S. (2022). ОРГАНИЗАЦИЯ РАЗВИВАЮЩЕГО
ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА КАК ФАКТОР
ГОТОВНОСТИ РЕБЕНКА К ШКОЛЕ. Science and
innovation, 1(B8), 2199-2203.
Khasanova, S. (2021). THE ROLE OF HISTORICAL
ARCHITECTURAL MONUMENTS IN THE FORMATION OF
NATIONAL PRIDE BY PRESCHOOL ADULT CHILDREN. In
Педагогика и психология в современном мире:
теоретические и практические исследования (pp.
103-107).
Khasanova, S. (2021). Formation of national pride in
children through teaching description of historical
monuments
in
Uzbekistan.
ACADEMICIA:
AN
INTERNATIONAL
MULTIDISCIPLINARY
RESEARCH
JOURNAL, 11(2), 734-738.
Sh.T.Xasanova. Tarixiy obidalar bolalarda milliy g’ururni
shakllantirish
vositasi
sifatida.
«Yosh
olimlar
axborotnomasi»
–
«Вестник молодых ученых» –
«The
bulletin of young scientists». №4(1) 2023.ISSN 2181
-
5186.
Хасанова, Ш. T. (2012). Формирование элементов
национальной
гордости
у
детей
старшего
дошкольного возраста посредством архитектурных
памятников. Педагогические науки, (1), 70
-73.
Khasanova, S. T., & Vasila, T. (2023, May).
DEVELOPMENT
OF
IMAGINARY-CREATIVE
COMPETENCES IN THE PROCESS OF PREPARING FUTURE
TEACHERS FOR PROFESSION. In Next Scientists
Conferences (pp. 84-91).
Djamilova, N. N., Khodjimuratova, B. N., Khasanova, S. T.,
Nurmatova, I. T., & Kim, I. N. (2020). FEATURES OF
ORGANIZING STEAM EDUCATION IN UZBEKISTAN. Solid
State Technology, 63(1s), 1803-1808.
Sadikova, S. A., Yakubova, Z. Z., Kayumova, D. N.,
Khalilova, D. F., & Kamalova, G. A. (2023). Preparing
Children for Social Activity in Preschool Educational
Organizations-Pedagogical Need. Journal of Advanced
Zoology, 44(S-2), 1777-1784.
