MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
66
THE IMPORTANCE OF ENHANCING CREATIVE AND CRITICAL
THINKING IN FUTURE PRIMARY SCHOOL TEACHERS
Mukhlisa Jumayeva
PhD student of Tashkent state pedagogical university
E- mail:jumayevamuxlisa40@gmail.com
Phone: (90) 761 37 37
https://doi.org/10.5281/zenodo.14857720
Annotatsiya
Ushbu maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilarida kreativ va
tanqidiy fikrlashni takomillashtirishning ahamiyati tahlil qilinadi. O‘qituvchilar
kreativ fikrlashni rivojlantirgan holda, o‘quvchilarga yangicha yondoshuvlar,
innovatsion g‘oyalar bilan ta’lim berishi mumkin. Tanqidiy fikrlash esa
o‘qituvchilarni har bir pedagogik vaziyatni tahlil qilib, eng samarali qarorlar
qabul qilishga yo‘naltiradi. O‘qituvchilarni bu qobiliyatlar bilan ta’minlash,
ularning kasbiy malakalarini oshiradi va ta’lim jarayonini samarali olib borishga
imkon beradi. Shuningdek, kreativ va tanqidiy fikrlash ta’lim jarayonining
sifatini yaxshilaydi va o‘quvchilarning bilim olish jarayoniga faolroq jalb qilishga
yordam beradi. Mazkur qobiliyatlarni rivojlantirish, o‘qituvchilarning pedagogik
yondoshuvlarini takomillashtirib, ularni innovatsion ta’lim metodlarini
qo‘llashga tayyorlaydi. Kreativ va tanqidiy fikrlash o‘qituvchilarni murakkab
pedagogik vaziyatlarda aniq va o‘qimishli qarorlar qabul qilishga undaydi.
Tayanch tushunchalar:
kreativ fikrlash, tanqidiy fikrlash, pedagogik
malaka, innovatsion ta’lim, ta’lim jarayoni, o‘qituvchilarni tayyorlash, pedagogik
vaziyat.
Аннотация
В данной статье рассматривается важность совершенствования
креативного и критического мышления у будущих учителей начальных
классов. Развитие креативного мышления позволяет педагогам внедрять
инновационные идеи и подходы в образовательный процесс. Критическое
мышление помогает учителям анализировать педагогические ситуации и
принимать обоснованные решения. Обучение этим навыкам способствует
повышению профессиональных качеств учителей и улучшению качества
образовательного процесса. Креативное и критическое мышление
улучшает взаимодействие с учениками, активизируя их участие в учебном
процессе. Развитие этих способностей помогает учителям применять
инновационные методы в обучении, что способствует росту
образовательных результатов. Эти качества позволяют учителям
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
67
эффективно решать сложные педагогические задачи и обеспечивать
высокие результаты.
Ключевые понятия:
Креативное мышление, критическое мышление,
педагогическая
квалификация,
инновационное
образование,
образовательный процесс, подготовка учителей, педагогическая ситуация
Annotation
This article explores the importance of enhancing creative and critical
thinking in future primary school teachers. Developing creative thinking allows
teachers to introduce innovative ideas and approaches into the educational
process. Critical thinking helps teachers analyze pedagogical situations and
make informed decisions. Teaching these skills contributes to improving the
professional qualities of teachers and the quality of the educational process.
Creative and critical thinking enhances teacher-student interaction, fostering
active student engagement in learning. Developing these abilities helps teachers
apply innovative methods in education, leading to improved educational
outcomes. These qualities enable teachers to effectively solve complex
pedagogical challenges and ensure high performance.
Key words:
creative thinking, critical thinking, pedagogical qualification,
innovative education, educational process, teacher preparation, pedagogical
situation.
The pedagogical training of future teachers is directly related to the
formation and development of their personal and professional qualities. The
personal traits of a teacher include diligence, creative approach to work,
independence, modesty, high cultural awareness, agility, quick-wittedness,
composure, responsibility, meticulousness, determination, perseverance,
diligence,
conscientiousness,
impartiality,
well-rounded
knowledge,
observational skills, politeness, love for students, respect for their personalities,
and others.
The teaching profession is a social-pedagogical phenomenon that
encompasses both personal and professional qualities. Proper organization of
this profession is crucial for guiding the educational process of future primary
school teachers, as it addresses their needs, interests, motives, goals, and
methods of implementation. This is vital for the development of pedagogical
expertise. Like any other profession, pedagogical work requires special
preparation (knowledge), experience, and expertise.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
68
For a future teacher to effectively carry out their professional activities,
the following personal qualities are essential: creativity, technical thinking, self-
confidence, continuous improvement of professional skills, the ability to manage
processes with emotional and decisive control, and the outcomes of professional
competence.
Important professional qualities include responsibility, reliability,
initiative, the ability to collaborate, and the ability to make independent
decisions.
All professional and personal qualities have a dynamic nature and are
continuously formed and developed. The sequence of their formation is always
interdependent. The elements of each stage are interconnected and integrated.
The stages of forming professional and personal qualities are linked through
didactic integration, which addresses the connections between these stages at
the levels of didactic integration and didactic synthesis.
Didactic integration performs a complex function. It envisions the
integration of all components of the educational process (its goals, content,
methods, forms, and educational tools). In other words, improving the
pedagogical preparedness of future teachers through the didactic integration of
the stages of forming their personal and professional qualities encompasses all
elements of the process.
As emphasized, the process of developing the creative and critical thinking
of future primary school teachers is based on the didactic integration of the
stages of forming personal and professional essential qualities, as well as the
gradual adaptive harmonization of organizational-functional capabilities with
divergent and convergent thinking forms. This process is aimed at the
development of future primary school teachers’ personal and professional
qualities.
Organizational refers to the process of organizing, structuring, and related
to management; it involves the creation and structure.
Functional refers to the function, task-related, and duties.
When considering the organizational-functional capabilities of future
primary school teachers' personal and professional qualities, it involves their
ability to organize, structure, and manage the educational process, as well as
tasks related to forming groups and working with them.
In the process of improving the organizational-functional capabilities of
future teachers’ personal and professional essential qualities through the
gradual adaptive harmonization of divergent and convergent thinking forms, the
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
69
preparation of future primary school teachers was considered in terms of
analyzing all available tools for solving a problem, selecting the most optimal
one, and creating various solutions for the problem.
Convergent thinking is characterized by the analysis of all available tasks
aimed at selecting a single correct solution. While convergent thinking is
directed towards a simple solution to a problem that is already known,
divergent thinking manifests itself when a problem is presented without a pre-
defined solution method, where its resolution requires exploration. Convergent
thinking serves to define a person’s intellect, while divergent thinking defines
creativity.
The following comparison is made to describe divergent thinking:
"Divergent ideas can be metaphorically compared to an encyclopedia: it contains
many articles, each on a separate topic. The articles are not directly connected to
one another, but their collection constitutes a strong intellectual resource and
potential."
The divergent thinking process has also been interpreted as follows: a
problem exists, and as a result of drawing motivation from its content,
intellectual exploration arises from various directions within the semantic
space. Divergent thinking is lateral, peripheral thinking, revolving around the
problem. The more distant the areas selected from the problem elements, the
more creative the problem-solving process becomes. The essence of creativity
lies not in the unique characteristics of intellectual operations, but in the ability
to overcome stereotypes during the final stage of intellectual synthesis.
The main indicator of divergent thinking is intellectual activity that
combines motivational and cognitive aspects.
Divergent thinking is manifested in the readiness to propose a set of
multiple, equally correct ideas about an object, resulting from the acquisition
and analysis of external information relative to the object. Convergent thinking
allows for the integration of information into a cohesive structure that serves
the primary goal of the research. In this process, creativity links an individual's
high level of abilities to other qualities, such as imagination, fantasy, heightened
emotionality, thinking, independence of thought, and the process of accepting
experience and knowledge in the mind.
Conclusion. This article provides an in-depth analysis of the importance of
enhancing creative and critical thinking in future primary school teachers.
Creative thinking enables teachers to approach the educational process with
new methodologies, while critical thinking teaches them to effectively analyze
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
70
pedagogical situations and make rational decisions. These two abilities
contribute to the improvement of teachers' professional skills and serve to make
the educational process more effective and innovative. The development of
creative and critical thinking not only positively impacts teachers' personal and
professional growth, but also has a beneficial effect on students' learning
process.
References:
1.
Begimqulov U.SH. The Theory and Practice of Organizing and Managing
the Informatization of Educational Processes // Ped.D.Sc. Dissertation -
Tashkent: 2007. - 305 p.
2.
Beruniy, Abu Rayhon. Kitob al-Jamohir fi-Ma’rifat al-Javohir [Text] / Abu
Rayhon Beruniy. – Tashkent: "Uzbekistan National Encyclopedia" State Scientific
Publishing House, 2017. – 488 p.
3.
Bloom B.S. All Our Children Learning: A Primer for Parents, Teachers, and
Other Educators. - N.Y., St. Louis, San Francisco, etc., 1981. - XII, 275 p.
4.
Pedagogy of Primary Education, Innovation, and Integration Curriculum.
Knowledge Field: 100000 – Humanities. Education Field: 110000 – Pedagogy.
Education Direction: 5111700 – Primary Education. Ministry of Higher and
Secondary Special Education of the Republic of Uzbekistan, Tashkent State
Pedagogical University. Tashkent – 2020.
5.
Botirova N.Dj. Development of the Educational and Cognitive Activity of
Future Primary School Teachers. Dissertation for the degree of Doctor of
Philosophy (PhD) in Pedagogical Sciences. Tashkent – 2022.
6.
Carroll L. Estes, Simon Biggs and Chris Phillipson, Social Theory, Social
Policy and Ageing: A Critical Introduction, Open University Press, Maidenhead,
2003, 191 pp.
