Improving The Methodology For Developing Creativity Competence In Prospective Primary School Teachers Within An Innovative Learning Environment

This article analyzes ways to improve the methodology for developing the creativity competence of prospective primary school teachers within an innovative learning environment. In the context of ongoing educational reforms in Uzbekistan, there is an increasing demand for creative, independent, and critically thinking teachers, while higher pedagogical education still lacks a coherent methodological system aimed at systematically developing pre-service teachers’ creativity competence. A review of recent international research indicates that creative problem-solving training, creative workshops, psychologically and pedagogically supportive learning environments, constructive teacher–student relationships, and targeted professional development significantly enhance learners’ creative and critical thinking skills as well as teachers’ professional capacities [1][2][3][4][5]. The article proposes a creativity-oriented methodological approach to teaching the course “Primary Education Pedagogy”, which includes designing creativity-focused lessons, integrating interactive methods (creative problem solving, project-based learning, case studies, and creative workshops), and implementing reflective assessment and monitoring tools. The proposed model is based on the integration of motivational, cognitive, practical-methodological, and reflective-diagnostic components of creativity competence and provides a basis for step-by-step development of prospective primary school teachers’ creativity within an innovative learning environment. The novelty of this work lies in operationalizing creativity competence through a course-embedded design that connects instructional methods with observable indicators and continuous monitoring. The approach also clarifies how innovative learning environments—supported by collaboration, psychological safety, and reflective dialogue—mediate the transfer of creativity strategies into micro-teaching and school practice. The proposed toolkit can be used for syllabus redesign, practicum supervision, and the preparation of evidence for competence-based assessment in teacher education.

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