Volume 04 Issue 06-2024
131
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
131-135
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article's goal is to pinpoint the circumstances that foster teachers’ creative growth while they are enrolled in
postsecondary education programs. The authors' qualitative and quantitative research findings are incorporated into
the text. Expert in-depth interviews with subject matter experts in the field of higher education serve as a
representation of qualitative research. A questionnaire was held in education institutions in order to be used in
quantitative research. Recent research on the issues of young employment, higher education, and the mismatch
between the labor market and the educational system was analyzed. The article demonstrates how creativity is
viewed as an integrated quality in higher education, with the capacity to generate novel ideas, be goal-oriented, and
find practical solutions. The writers have examined the content of this process and determined the elements,
circumstances, and stages of teachers' creative development at higher education institutions. The application of a
comprehensive, systematic idea at a higher education institution in accordance with intuitive creativity, creative
capacity which defines contribution to the development of teachers’ creativity
.
KEYWORDS
Creativity, intuitive creativity, Higher Education Institutions, prototyping, intuitive creativity, Discipline Complexity
Development, Sustain, Analytical Thinking Development.
INTRODUCTION
Many governmental and business organizations have
strongly advocated for the inclusion of creativity and
innovation as essential components of 21st century
skills in education. The 4Cs
—
creativity and innovation,
critical thinking and problem-solving, collaboration and
communication
—
are frequently used to frame this in
the context of a networked, interconnected, and
interdependent transdisciplinary world. In order to
Research Article
CREATIVE DEVELOPMENT OF TEACHERS
Submission Date:
June 12, 2024,
Accepted Date:
June 17, 2024,
Published Date:
June 22, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue06-23
Ergasheva Fayoza Bahodir qizi
Teacher, Department of English Applied Disciplines, Uzbekistan state world languages university, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
132
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
131-135
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
handle the growing complexity of higher education
and to improve creative design practice, which will
enable more economic and social innovation for
current and future problems at many levels, creativity
and innovation are seen as critical for both teachers
and future students. The change in professional culture
is important to the shift in educational culture to one
that values innovation and creativity. This suggests
that in order to meaningfully integrate creativity and
innovation into the educational mainstream, teacher
education programs both domestically and abroad
must accept a shift in approach. This goes beyond
providing conventional creative courses, seminars, and
workshops where participants are primarily positioned
as information consumers. It is discussed how the
information age has given way to the conceptual age.
Ideas are the money of modern education, and
creativity serves as its catalyst. The main educational
problem is not so much finding and accessing material
as it is developing in teachers and students the creative
mindset needed to use and expand on this knowledge
in novel ways across disciplinary boundaries.
Advancements in the Field of Education. This program,
which aims to improve educators' creative growth
through first-hand study, participation, and creative
practice, was my main focus. Prototyping and idea
development take place in a highly collaborative
setting that supports this. A core concept is that in
order to support learners' creative development in the
classroom, educators need to be creative practitioners
in order to expand their own creative ability and depth
of understanding. The ability to engage in self-initiated,
continuous creative practice marked by iterations of
idea generation, experimentation, and prototyping is
known as creative development. It is the expansion of
our creative capability beyond our innate inclination of
intuitive creativity. A person's creative confidence
grows as their creative potential does, to the point
where they are able to participate in more complex,
long-term creative practice.
There are some strands of creative development.
Collaborative Development
Leadbeater argues that in modern creative practice,
collaborative creativity plays a crucial role. To grasp
collaborative development, one needs to distinguish
between collaboration, cooperation, and compliance.
Collaboration is defined as the interaction and
activities among a group of individuals who willingly
contribute and embrace ideas, bringing depth,
breadth, and enthusiasm to the entire problem-solving
process. This enables the group to communicate on
various diverse levels. He views collaboration as the
purposeful amplification of fellow group members and
their ideas. Cooperation, on the other hand, involves
group members performing jobs or tasks that are part
of a whole alongside each other, without necessary
interactive cohesiveness of idea exchange and
support. In this situation, the formation of the task
relies on the coming together of its components.
Compliance means that all those involved agree to
follow a central command and control structure in
order to complete the task. Creative settings thrive on
ample inspiration and a culture where every idea is
valued, and all participants are encouraged to share
and experiment. Genuine collaborative environments
support and are a crucial foundational aspect of
structured creative development.
Self-Instigative Development
Self-directed growth involves the shift from external
motivation to building the ability to initiate an
internally driven creative exploration that holds
Volume 04 Issue 06-2024
133
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
131-135
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personal significance and importance intellectually and
emotionally. Participants are more likely to engage in
long-term creative practice when motivated from
within
Research/Investigative Development
Engaging in sustained creative work requires a
continuous supply of inspiration. This entails
conducting research and maintaining a mindset of
ongoing exploration to utilize any form of input as a
catalyst for continuous creative work. The processes of
generating ideas and conducting experiments are
closely linked and both contribute to generating new
concepts. The abundance of ideas plays a crucial role in
facilitating the creative process. It is argued that the
generation of ideas forms the essential foundation of
creativity. Since creativity involves producing
something original or innovative, creative work entails
transitioning from conceptualization to tangible forms
through
the
process
of
prototyping
and
experimentation. In continuous creative work, there
exists an ongoing flow of idea generation and
subsequent prototyping, as thoughts materialize into
experimental forms through repeated cycles of
divergent and convergent thinking and production.
Discipline Complexity Development
The growth of creative capacity through sustained
practice relies on a deepening understanding of the
complexities within the relevant discipline. For
learners, developing a more intricate understanding of
their field is most impactful when it translates into the
creation of original work that is emotionally and
intellectually meaningful through active engagement
in creative practice.
Critical/Analytical Thinking Development
Developing critical and analytical thinking involves the
ability to evaluate a constant flow of thoughts and
ideas to find potential solutions for a given problem. In
sustained creative practice, adept comparative
analysis is crucial for converging on a solution or a
select few potential solutions.
Creative Sustain Development
The development of creative sustain represents the
ability to emdiv the discipline and persistence
needed to continually generate and experiment with
ideas over an extended period. The idea of maintaining
creativity poses challenges for individuals entering the
creative field, especially if they have been accustomed
to a culture that emphasizes quick solutions at the
expense of deeper and more expansive creative
processes.
Designing for Creative Development in Teacher
Education
The inception, planning, and execution of the graduate
program in Creative Development in Educational
Practice at the University of Calgary reflects some core
principles of long-term creative growth. It aims to
provide a space where participants can engage in
sustained creative endeavors focused on their
personal interests, enabling them to engage in
repeated cycles of collaborative brainstorming and
prototyping.
The
structure
of
the
Creative
Development in Educational Practice program revolves
around the concept of a unified, enduring
developmental program implemented alongside a
personal passion area.
The idea of a coherent, longitudinal developmental
program layered atop a four-course structure is at the
heart of the Creative Development in Educational
Volume 04 Issue 06-2024
134
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
131-135
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Practice program's design. The following reasoning
serves as the foundation for the Creative Development
in Educational Practice curriculum.
The best way to develop an educator's creative
potential is for them to engage in long-term,
emotionally and intellectually stimulating creative
work. Every teacher and student, regardless of
academic level, need to be producing original material.
In this context, original work is defined as new or
unique, adaptive production that is pertinent to each
educator's and learner's prior, individual production.
Creative development is relevant to all fields of study.
To foster creative development, schools must have a
supportive, cooperative atmosphere.
The eight interwoven developmental strands that form
the basis of creative development are: discipline
complexity development, critical/analytical thinking
development,
self-initiative
development,
research/investigative
development,
generative
development,
prototyping/experimentational
development, and creative sustain development.
"Intuitive creativity" is a term used to describe small-
scale, everyday creativity that we all engage in on a
regular basis. This might be applied to everyday
problem-solving, improvising, cooking, or situations
requiring an impromptu solution when confronted
with an uncommon situation. Everydiv has the
natural ability to grow their creative capacity to higher
levels of complexity because of this propensity. This
potential can be achieved by consciously implementing
the creative development concepts in educational
practice. Within this framework, creative development
is seen as just as vital to the structure of traditional
developmental strands like literacy and numeracy. A
person's capacity for creativity increases, which results
in improved ability. The increase in a person’s creative
capacity leads to an enhanced ability to collaboratively
engage in increasingly more complex sustained
creative practice requiring deeper and broader
iterations of idea generation and prototyping.
CONCLUSION
In a digital age where computers perform a greater
portion of the menial duties, the ability to think
creatively is becoming more and more valued in both
the business and daily life. It might even make it easier
for educators to deal with change in a stressful and
effective way. There was proof that it improved
competency in creative lesson design and delivery,
broadened understandings of creative teaching, and
altered attitudes about teaching. Although we cannot
force teachers to think creatively, this study
demonstrated that it is possible to increase the amount
of creativity in the classroom by helping pre-service
teachers understand what it means to be a creative
teacher, by encouraging them to exercise their
creative processes, and by assisting them in seeing
creative teaching competence as a strength and an
integral part of a teacher's identity. It needs to be seen
if this will work with other teacher groupings, such as
in-service and pre-service secondary school teachers.
However, teachers face challenges when putting their
newly acquired skills to use. For example, developing
the talent of creative teaching alone can be difficult,
and some school administrators might not prioritize it
if they do not see its importance in meeting the
requirements of the students. We believe it could be
beneficial if school administrators were given the
chance to become acquainted with the objectives and
characteristics of creative education. There is a risk-
taking component to creative education since novel
concepts are being tried, and they may not always
Volume 04 Issue 06-2024
135
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
131-135
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
work. As we've discussed, assisting pre-service
teachers in strengthening their pedagogical and
subject-matter expertise as well as their decision-
making abilities may allay worries.
REFERENCES
1.
Kaufman, J. C., & Sternberg, R. J. (Eds.). (2006).
International handbook of creativity. New York,
NY: Cambridge University Press.
2.
Pink, D. H. (2005). A whole new mind. New York,
NY: Riverhead Books.
3.
Leadbeater, C. (2008). We-think: The power of
mass creativity. London: Profile Books.
4.
Starko, A. J. (2010). Creativity in the classroom (4th
ed.). New York, NY: Routledge.
5.
Runco, M. A. (2007). Creativity: Theories and
themes: Research, development and practice. San
Diego, CA: Elsevier Academic Press.
