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DIRECTING FUTURE PRIMARY SCHOOL TEACHERS TOWARDS
SCIENTIFIC RESEARCH ACTIVITIES BASED ON CREATIVE
APPROACHES
Boybekova Farog‘at Iskandarovna
1st-year master’s student, theory and methodology of education and upbringing
(primary education) department, nizami tashkent state pedagogical university
https://doi.org/10.5281/zenodo.15296009
Annotation:
this article describes scientific and methodological
recommendations and conclusions aimed at expanding the possibilities of
directing students of future primary school teachers to scientific research on the
basis of creative approaches, through the means of priorities “strategy of action”.
Keywords:
primary education, creative approach, scientific research,
“strategy of events”, research.
In international higher education institutions, new requirements have been
set for specialist personnel in teaching the subjects for future primary school
teachers. In particular, priority areas have been identified for improving the
psychological-pedagogical and methodological factors of organizing effective
education. In this regard, the development of the content and scientific-
methodological foundations for training competitive pedagogical personnel,
mastering educational materials through self-activation based on non-standard
pedagogical solutions, and strengthening motivation to assimilate learning
content occupy an important place in scientific research. From this point of view,
developing new, effective approaches and scientific-methodological foundations
for teaching the subjects for future primary school teachers in higher education
institutions holds significant scientific and practical importance.
In the Decree of the President of the Republic of Uzbekistan dated February
7, 2017, No. PF-4947, "The Action Strategy," the fourth priority area "Priority
Areas for the Development of the Social Sphere" mentions "stimulating research
and innovation activities, creating effective mechanisms for implementing
scientific and innovative achievements into practice, and establishing specialized
scientific-experimental laboratories, high-tech centers, and technoparks within
higher educational institutions and research institutes." On this basis, protecting
and supporting the rights of citizens in the field of science is considered one of the
pressing issues in our country. As a legal basis for involving future primary school
teachers in scientific research, this strategy can be viewed as fundamental.
Today, in teaching subjects to future primary school teachers, two seemingly
opposing approaches can be observed. On the one hand — a strict approach
aimed at achieving certain educational standards, developing competencies, and
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preparing for relevant examinations. Many teaching methods and approaches in
the current education system are still oriented toward interpreting and analyzing
content, correctly understanding and conveying information, and, at best,
generalizing several pieces of information to draw conclusions. On the other hand
— the growing demand in society and particularly in the labor market for
specialists capable of creative thinking and ready for innovation is directing
education toward developing creative thinking in learners.
In the current context, where our country is integrating into the global
economy and expanding cultural and other relations with foreign nations, the
demand for specialists who are knowledgeable in the subjects taught to future
primary school teachers is increasing. These specialists are expected not only to
be well-versed in their professional subjects but also to be prepared to work in
new socio-cultural conditions, make appropriate decisions in various situations,
find innovative and original solutions to urgent problems, foresee future
prospects, and plan tactics and strategies for developing interpersonal
relationships. This highlights the necessity of a creative approach in teaching the
subjects for future primary school teachers.
Today, creativity is being discussed everywhere. Companies and
organizations strive to be more competitive, and educational institutions are
moving away from teaching aimed solely at test preparation toward learner-
centered education.
Various branches of science study creativity, and each approaches it from its
own perspective. Most research dedicated to studying the phenomenon of
creativity has been carried out within the framework of the humanities
(psychology, pedagogy, philosophy, cultural studies, sociology, etc.).
Despite the broad scope of research, there is still no universal definition of
creativity today. Based on the perspectives of the aforementioned sciences,
various interpretations of the phenomenon of creativity are proposed, and to a
certain extent, specific aspects of this phenomenon are emphasized depending on
the characteristics of each field. This creates difficulties in classifying and
grouping the theoretical and scientific studies dedicated to exploring creativity.
Nowadays, higher education institutions are expected to comprehensively
educate students, provide them with in-depth knowledge of their subjects, shape
and expand their modern worldview, cultivate them in an aesthetic spirit, and
prepare them to work in various sectors of the national economy. Today, the pace
of socio-economic development is entirely dependent on scientific and
technological progress, and for this reason, progressive changes in this field
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primarily require the formation of creative potential in specialist personnel.
Therefore, developing students’ creative abilities and shaping specialists with
creative thinking has become a top-priority task for modern educational
institutions.
Identifying the practical possibilities for developing creative abilities and
creating effective pedagogical-psychological technologies to achieve this goal is
regarded as one of the urgent problems in the fields of psychology, pedagogy, and
teaching methodology.
Introducing a creative approach into the educational process first requires
diagnosing the level of creativity development in students. In this process,
identifying the qualities that serve as the foundation for each learner’s creative
thinking holds particular significance.
Many authors propose methodologies consisting of psychological exercises
and tasks aimed at identifying creative qualities and activating the cognitive
processes that form the basis of creativity (such as imaginative thinking, critical
thinking, etc.) as effective methods for developing creative thinking.
The results of scientific research on applying a creative approach in
education have significant social value, encouraging researchers to develop
diverse methodological approaches and special methods designed to cultivate
creative thinking and abilities. As a result, numerous authors, relying on different
conceptual foundations, recommend various methodologies aimed at enhancing
the level of creativity within a person’s intellectual sphere.
As methods for developing creative thinking, many modern authors
emphasize cognitive approaches in their proposed methodological solutions. For
example, British researchers B. Clegg and P. Birch developed a unique intensive
course for fostering creative thinking. In this course, the primary method for
developing creativity involves abandoning conventional thought patterns and
carrying out unconventional actions to adopt alternative perspectives. The
foundation of this course is formed by tasks designed to analyze what kinds of
associative connections are evoked by things and phenomena that typically do not
occur together (such as associations formed by combinations like “a nail-studded
ice cream,” “a teapot with a hat,” “a chef in an aquarium,” or “a basement on a
rooftop”).
In the context of the New Uzbekistan, one of the main directions for further
developing the fields of education, upbringing, and science is preparing a new
generation of personnel capable of bringing forth and implementing new ideas
and initiatives for the country’s progress. This mission can be accomplished by
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studying the experiences of foreign educational systems and introducing creative
approaches based on those experiences.
It is necessary to theoretically substantiate the pedagogical conditions, as
well as objective and subjective factors, that ensure the theoretical and practical
study of the problem of directing future primary school teacher students towards
scientific research activities based on creative approaches. In addition, it is
important to create a system for involving future primary school teachers in
scientific research activities based on creative approaches and to substantiate the
theoretical advantages of studying the subjects taught to future primary school
teachers.
Involving future primary school teachers in scientific research activities will
create a foundation for increasing productive research and innovations in this
field within our society. The implementation of the issues set forth in the Action
Strategy relies on the changes and innovative approaches introduced in each area
as an important foundation.
References:
1. Law of the Republic of Uzbekistan "On Education" // The Harmoniously
Developed Generation is the Basis of Uzbekistan’s Progress. – Tashkent: Sharq,
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2. Decree of the President of the Republic of Uzbekistan No. PF-4947 dated
07.02.2017, On the Action Strategy.
3. Uzbekistan State Standard. State Educational Standards for Higher Education
// Normative Documents of the Higher Education System of the Republic of
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Herald of Institute. – Panjakent, 2019. – No. 2. – P. 231-236.
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