Volume 02 Issue 11-2022
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
28-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article reveals the essence of creativity in the development of intellectual and creative competence of future
teachers, it is shown that it is an integral part of pedagogical strategies.
KEYWORDS
Competence, creativity, intelligence, personality, thinking, pedagogical strategies
INTRODUCTION
In the decree of the President of the Republic of
Uzbekistan dated October 29, 2020 No. UP-
6097 “On
approval of the Concept for the development of
science until 2030”, one of the priority areas for the
development of science is the training of highly
qualified scientific and engineering personnel and their
orientation towards scientific activity[1]. At the same
time, intellectual and creative competent teachers are
also included in the content of the process of training
highly qualified scientific personnel. Therefore,
pedagogical strategies for the development of
intellectual and creative competence of future
teachers are of current importance.
A teacher with developed intellectual and creative
competence will certainly be creative. In modern
psychology and pedagogy, creativity is studied as part
of the study of the problem of creative abilities.
Research Article
CREATIVITY OF FUTURE TEACHERS AS AN INTEGRAL PART OF
PEDAGOGICAL STRATEGIES FOR THE DEVELOPMENT OF INTELLECTUAL
AND CREATIVE COMPETENCE
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-05
Dilsora Abduvalieva
Phd, Associate Professor Tashkent State Pedagogical University, Tashkent, 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 02 Issue 11-2022
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
28-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
THE MAIN RESULTS AND FINDINGS
Creativity researchers identify several areas of study of
creative abilities. In the first of them, creative abilities
are equated to the maximum level of development of
intellectual abilities. (A.S. Leites L.A. Wenger and
others) [2].
The founders of the second direction are A.M.
Matyushkin, E.I. Sheblanova [3]. This direction refers to
specific creative abilities, which are based on divergent
thinking.
In the third direction, creativity is characterized as a
general ability of the essential transformation of
previous experience. Here creativity is opposed to
activity, and special emphasis is placed on the activity
of the unconscious. Its mechanism is the interaction of
the active dominant unconscious with the passive,
secondary dominant (subdominant) consciousness.
Ya.A. Ponomarev, V.N. Druzhinin are considered to be
representatives of this trend. [four]
In the fourth direction, creative abilities are
understood as integral qualities of a person, uniting the
cognitive and personal spheres. According to one of
the brightest representatives of this trend, V.D.
Shadrikov, creativity is based on spiritual abilities; and
according to the scientist D.B. Bogoyavlenskaya -
mental, intellectual activity. [5]
According to psychological characteristics, creativity is
interpreted as a type of activity. "Creativity is the
process of creating something new, which requires
going beyond existing knowledge. In the process of
creative activity, which is not limited to pragmatic
results, an understanding of the task arises. Creativity
as a creative search for oneself for others can only be
realized if it is not an opportunity for a goal, but a goal-
setting one. The result of creative activity is the
creation of new material and spiritual values" [5].
Researcher N.M. Gnatko understands creativity as
"creativity", the creative abilities of a person, a certain
specific feature of a human individual, generating the
ability to influence socially employed activity [6].
It should be noted that in order to separate the
concepts of “creativity” and “creativity” from each
other, scientists use two characteristics, such as: a
procedurally obtained result, i.e. productive (for
expressing creativity); subjective-conditioning, i.e.
causal (to express creativity).
According to A.M. Matyushkin, the structure of
creativity includes the following components of
personality traits: curiosity (non-verbal and verbal);
initiative (quickly aware, witty); ease of language
proficiency as a means of forming one's thoughts [6].
In the study of the creativity of future teachers,
modern researchers distinguish three aspects: the
definition, form and content of creativity.
1. Creativity as an integrative property of a personality
is manifested in its orientation (interest in knowledge,
desire for knowledge, curiosity); abilities (overcoming
stereotypes, the ability to feel the problem, coherence,
flexibility of thinking); character (originality, initiative,
originality, tolerance, endurance, insight, tension).
2. Creativity is studied in two forms: potential (a set of
opportunities for creativity) and actual (manifestation
of opportunities in the creative activity of the
individual).
3. Creativity serves as the basis for the effective
development of the individual, that is, it is a potential
opportunity that ensures its growth.
Volume 02 Issue 11-2022
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
28-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Social adaptation of a person can occur in two
directions - in inversion or progression. According to
G.P. Shchedrovsky, it is on the basis of this objectivity
of relations that the culture of creative activity is built
and the structuring and construction of our future is
realized.
The relationship between flexibility and creativity can
be expressed as a “linear” adaptabil
ity of a person to
new conditions and an individual “nonlinear”
trajectory of a child’s mental development, growing
along different curves [7, p. 256].
Pedagogical approaches to the problem of creativity
are mainly aimed at finding pedagogical conditions for
the formation of the personality of the creator.
Whereas the well-known foreign teacher I.G.
Pestalozzi [6] understood teaching as the student’s
own creativity, his colleague A.V. contribution to the
emergence of creative pedagogy, paying attention to
the development of the creative qualities of the
teacher.
Putting forward the principle of universal education,
N.I. Pirogov emphasizes the need to educate the "inner
man" and then form the "outer" man. K.D. Ushinsky
deeply believed that only an extraordinary personality
is able to effectively influence the development and
definition of personality, K.N. abilities of the future
specialist in his student years. As can be seen, many
researchers showed great interest in the problem of
the creator and the identity of the creator.
Different views on creativity, in the intellectual sphere
of personality and activity, have led to the division of
scientists' thinking into creative and non-creative,
ideas
-
into
production
and
reproductive
(reproducing); people - into creative and non-creative
types; activity - into creative and non-creative types.
Even creativity itself is proposed to be divided into two
types: potential and actual. Although there is a
generally accepted understanding of creativity as the
creative potential of the individual, the researcher N.M.
Gnatko believes that “potential creativity” is creativity
that precedes activ
ity, expressed in the individual’s
tendency to master actual creativity in certain external
conditions. Therefore, potential creativity is a
necessary subjective condition for creativity [8].
Actual creativity is the result of the interaction of the
individual characteristics of a potentially creative
person with the characteristics of a particular type of
activity, and it determines the actual, immediate
readiness of a person with such creativity to display
creative activity in the corresponding type of activity;
Actual creativity is a sufficient condition for creativity.
The transition of "creativity in possibilities" to
"creativity in reality" involves the transformation of
changes through the mastery of its carrier by a certain
type of activity. Imitation acts as an intermediary
between one and the other creativity, since it is a
"certain, specific type of activity", and only the
contradiction between the creative and algorithmic
aspects shows the inefficiency, the insignificance of
the study of creativity. An example of this can be the
study of conformity and creativity in the process of
developing an intellectual and creative competent
personality in future teachers. Despite the polarity in
relation to each other, imitation and creativity are
interconnected,
penetrate
each
other
and
complement each other.
V.A. Prosatsky shows the dynamics of the
development of imitation - genuine creativity -
reproduction (copying) of creative activity through the
"legal line", "creative imitation" and "imitative
creativity" - intermediate forms of activity that put
forward the dynamics of creativity [8].
Volume 02 Issue 11-2022
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
28-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Taking the above theses as a basis for the main points
of view, the scientist L.S. Podimova believes that the
creativity of a teacher arises on the basis of imitation of
experience, concept, idea, a single technique, form,
method with a gradual decrease in the ideal weight of
the component of pedagogical activity [8].
We believe that transitional forms and stages in the
mechanisms of creativity should be slightly
supplemented. Meanwhile, such "creativity training"
as "Do as I do!", "Do with us!", "that is, be proactive,
discover for yourself"; "Do better than us!" considered
more reliable. This formula for the development of a
creative personality is exactly similar to the levels of
intellectual activity of D.V. Bogoyavlenskaya, such as:
motivational-productive; heuristic-creative.
In our opinion, the above levels and the main direction
of the development of creativity can serve as stages for
enriching the personality with creative potential. While
creativity is understood as a special type of human
activity of an unregulated, productive, meaning-
changing nature, creativity should be seen as one of
the general human abilities - the general ability to be
creative.
CONCLUSION
An important role in the formation and development
of the teacher's creativity is played by positive factors
and features of social conditions, its mutual flow with
the features of cognitive processes and personal
qualities.
Creativity as a category of value-personal awareness,
which is an integral part of a person’s spirituality and a
condition for the creative self-development of a
person, is an important resource for the realization of
a person’s own capabilities, abilities and potentials,
and is expressed not only by the variety of knowledge
available to the teacher, but also by the ability to
understand problems, respond sensitively to them,
openness to new ideas, breaking down established
stereotypes or using them to create something new.
the study of complex pedagogical problems, as well as
the propensity to learn in order to find unexpected and
inseparable solutions.
So the creative computer A conception is a relatively
independent,
integrative-holistic
structure,
the
structure of which consists of the main leading and
system-forming components, and their relationship
and development is ensured by the direct experience
of the teacher and the orientation of the pedagogical
training of the teacher.
REFERENCES
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Указ Президента Республики Узбекистан от 29
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Volume 02 Issue 11-2022
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
28-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
педагогического мышления.
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