MODELS AND METHODS IN MODERN SCIENCE
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THE MODEL FOR DEVELOPING CREATIVE THINKING IN FUTURE
PRIMARY SCHOOL TEACHERS
Makhliyo Turopova
Teacher of the International Innovative University
E-mail: turopovamaxliyo026@gmail.com
Phone: (90) 890 77 97
https://doi.org/10.5281/zenodo.14836458
Annotatsiya:
Ushbu maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilarining
ijodiy tafakkurini rivojlantirish modeli tahlil qilinadi. Maqolada ijodiy
tafakkurning ta’lim jarayonidagi ahamiyati, o‘qituvchilarning pedagogik
faoliyatidagi roli va ularning ijodiy fikrlash qobiliyatini rivojlantirishga oid
pedagogik yondashuvlar ko‘rib chiqiladi. Shuningdek, bo‘lajak o‘qituvchilarning
ijodiy tafakkurini rivojlantirishga qaratilgan samarali metodikalar va amaliy
tavsiyalar taklif etiladi.
Kalit so‘zlar:
bo‘lajak boshlang‘ich sinf o‘qituvchilari, ijodiy tafakkur,
pedagogik usullar, innovatsiyalar, ta’lim jarayoni, ijodiy fikrlash, ta’lim
metodikasi.
Аннотация:
В статье анализируется модель развития творческого
мышления будущих учителей начальных классов. Рассматривается
важность творческого мышления в образовательном процессе, его роль в
педагогической деятельности учителей и методы развития их творческих
способностей. В статье также предложены эффективные методики и
практические рекомендации для развития творческого мышления у
будущих учителей.
Ключевые слова:
будущие учителя начальных классов, творческое
мышление, педагогические методы, инновации, образовательный процесс,
креативное мышление, методика обучения.
Annotation:
This article analyzes the model for developing the creative
thinking of future primary school teachers. The article explores the importance
of creative thinking in the educational process, its role in teachers’ pedagogical
activities, and methods for enhancing their creative thinking abilities.
Additionally, effective pedagogical approaches and practical recommendations
for fostering creative thinking in future teachers are presented.
Key words:
future primary school teachers, creative thinking, pedagogical
methods, innovations, educational process, creative thinking, teaching
methodology.
MODELS AND METHODS IN MODERN SCIENCE
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40
Based on the results of analyzing pedagogical and psychological literature
within the scope of our research, we identified three criteria for the
development of the creative thinking of future primary school teachers, taking
into account the selected stages: the level of shaping their creative thinking, the
orientation of teachers' creativity towards professional activities, the teacher's
functional readiness to solve creative tasks, and verbal creativity.
In Western science, the category of personal orientation is referred to as the
term "attitude." The substantive aspect of personal activity finds its expression
in the social traits of the individual, as in this case, the social attitude, beliefs,
spiritual feelings, and interests become dominant characteristics. Researcher
defines attitude as a psychological experience of an individual, which passes
through personal emotional experiences, and describes it as an individual's
psychological state concerning a specific value.
In this context, orientation is a complex phenomenon that reflects the
individual's actions and behaviors, which determine their attitude towards other
people, themselves, and their future, among other important aspects of life.
According to the scholar, a person's orientation manifests in stable interests and
needs, specific characteristics of the goals the person sets for themselves, their
pre-set goals (attitudes), and their relationships, as well as the various
motivations behind their behavior. Therefore, a person's orientation is broader
than the individual studies and attitudes they hold.
Thus, if attitudes are mechanisms that express the direction of the subject
in terms of actions and content, then an attitude is an aspect of an action that
redistributes the significance of the subject's material content. Different aspects
are reallocated, accents and tones are placed differently, and other things are
highlighted as important.
An attitude is the manifestation of an individual's general, global character
through a specific personal trait. A stable attitude towards actions serves as the
quality of the future primary school teacher's personality, constantly
demonstrating itself and being ready to create historical perceptions. The
development of historical perceptions provides the educational process in
primary schools with values and an educational orientation. The activity of
future primary school students allows the transformation of the aggregate of
external pedagogical influences into changes in the personal value-motivational
field, expressed in personal relationships.
The criterion for a teacher’s functional readiness to solve creative tasks is
reflected in indicators such as the teacher’s scientific-theoretical, methodological
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preparedness, and personal readiness. This criterion determines the level of
knowledge required to organize creative activities, taking into account the
degree of future primary school teachers' selection of educational content, and
the ability to correctly present the selected content. Primary school age is the
period of absorbing, accumulating, and mastering knowledge.
To successfully carry out this crucial function, the distinctive features of
children at this age create favorable opportunities: they engage with trusted
adults with confidence, approach many things with simplicity and curiosity, and
handle them with playfulness. At this age, children eagerly learn knowledge,
skills, and abilities, solve riddles, puzzles, and come up with new ones. Non-
standard thinking, high levels of awareness, and emotional sensitivity support
this process. Future primary school teachers, though often struggling to identify
the key elements, frequently generate many creative solutions: why a secondary
issue is considered the main one.
To create an opportunity for such work with students, the future teacher
carefully and meticulously selects information for the lesson and reflects on the
methods of presenting it. This helps in the creative development of future
primary school teachers. For instance, when students comprehend information
in a special method created by the teacher and change the content of the studied
material, it ensures the active and creative involvement of the student in
productive activities.
The verbal creativity criterion is revealed through indicators such as
uniqueness, universality, and productivity. The ability to analyze one's
professional-pedagogical activity and self, as well as to reflect on the
independent learning process aimed at developing creative competence, allows
the future primary school teacher to identify the problems and stages of self-
development. In the process of developing creative competence, the teacher's
activity and independence depend on a number of external conditions, but are
largely determined by personal qualities, such as the teacher’s awareness and
the ability to look at information from different perspectives, aiming to discover
new meanings and qualities. The formation of the teacher’s evaluative-reflective
perspective allows for the improvement of the process of developing creative
thinking by directing it towards set goals.
The development of creative competence aims to activate the future
teacher's internal personal resources to fully realize their potential, abilities, and
opportunities in their profession. The goal of developing the teacher's creative
thinking is to achieve a new qualitative level of professional competence that
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International scientific-online conference
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ensures the ability to improve pedagogical reality, which requires a qualitative
change in the teacher’s inner world. During the development of creative
competence, the formation of the future primary school teacher involves not
only the development of the teacher as a subject of professional activity but also
as a person.
Creative possibilities are improved based on values-oriented attitude
(antitude), relationships, internal and external dynamic traditions, and thinking
stereotypes, ensuring a step-by-step transition between the creative interests of
future primary school teachers.
In the process of developing the creative thinking of the future primary
school teacher, changes occur in the dominant thinking stereotypes in creative
professional activity, existing relationships, creative interests, and behavior
motives. The optimal (favorable) condition for developing the creative thinking
of future primary school teachers is professional activity that is respected by
colleagues and parents of students, simultaneously allowing the teacher to
demonstrate and apply their potential and abilities. Throughout their life, the
value of creative activity for an individual changes based on their assessment of
how well they have realized their potential, opportunities, and abilities in their
profession.
For the development of creative activity, such activity must be sufficiently
complex to require the mobilization of cognitive powers to implement the
planned actions. The main factor in the individual's creative development is
their constant striving to achieve the set goal.
In conclusion, this article analyzed the model for developing the creative
thinking of future primary school teachers. Creative thinking, one of the most
important elements of the educational system, directly affects the effectiveness
of the teacher's pedagogical activity. For future teachers, creative thinking plays
an important role not only in imparting knowledge to students but also in
guiding them in learning, solving problems, and generating new ideas.
As it is known, creative thinking, as one of the teacher’s pedagogical
methods, can be a key tool in developing students' critical thinking abilities
when integrated into the teaching process. Implementing this model in practice
will help future teachers develop their skills in creative thinking and applying
innovative approaches.
Pedagogical activities based on creative thinking, while strengthening
teachers' ability to adapt to changing and complex educational conditions, also
offer students more interactive, practical, and innovative teaching methods.
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International scientific-online conference
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At the same time, identifying the problems that arise in the development of
future teachers' creative thinking, such as insufficient pedagogical preparation
or the lack of effective methods for teaching creative approaches, can be seen as
directions that need to be further developed in the future.
References:
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Abduqodirov A., Actanova F., Abduqodirova F. "Case-study" Method:
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3.
Abdullaeva M. Improving the Collaboration Mechanism for Developing the
Creative Activity of Talented Children in General Secondary Schools: Abstract of
the PhD thesis in Pedagogical Sciences. – Tashkent, 2017. – 50 p.
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Adizov B.R. Theoretical Foundations of Creative Organization of Primary
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