International Journal of Pedagogics
100
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
100-103
10.37547/ijp/Volume05Issue03-29
Methodology for Developing the Intellectuality of Future
Primary School Teachers on The Basis of Critical and
Creative Thinking
Pardaboyeva Dilnoza
The main teacher of Department of Pedagogy at Practical Sciences University in Tashkent, Uzbekistan
Received:
28 January 2025;
Accepted:
27 February 2025;
Published:
21 March 2025
Abstract:
This article discusses the methodology of using critical and creative thinking in the intellectual
development of future elementary school teachers. Critical thinking allows the teacher to deeply analyze
problems and make logical decisions, while creative thinking helps the teacher organize lessons creatively and
increase the interest of students. This not only increases the quality of primary school teacher training, but also
has a positive effect on the overall efficiency of the education system.
Keywords:
Primary school teachers, critical thinking, creative thinking, method, development, methodological
approaches.
Introduction:
In our country, currently, changes in the
educational system and modern requirements are not
limited to providing only knowledge to teachers of
primary classes, but also the task of developing their
critical and creative thinking skills. At the same time,
there is a need to assess the impact of methods for
developing critical thinking in future primary school
teachers, improve the methodological system for
organizing methodological activities based on critical
thinking, develop pedagogical technologies based on
critical thinking. Such an approach to primary
education is relevant to the formation of life skills in
accordance with the requirements of an individual-
oriented educational strategy, to clarify the
pedagogical-psychological
and
methodological
features of the development of creative abilities. As a
result of comprehensive reforms in improving the
quality of continuing education in our country, the
introduction of advanced pedagogical and information
technologies into the educational process, increasing
the efficiency of quality educational services in higher
education, providing methods for the development of
social intelligence in students in the context of rapidly
changing globalization have expanded. In the
development strategy for the further development of
the Republic of Uzbekistan “to further improve the
system of continuing education, support the creative
and intellectual potential of the younger generation
and create conditions for realization. were defined. In
this regard, it is envisaged to educate future primary
school teachers of higher education institutions as an
innovative, intellectually developed person who
contributes to competitive, public discussion, is critical,
has mastered the most advanced cognitive and
methodological approaches.
RESEARCH METHODS
The study used research methods to analyze
methodological approaches to the development of
critical and creative thinking abilities of future primary
school teachers (Figure 1)
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101
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 1
Literature analysis. Foreign and domestic scientific
sources, articles and books on the development of
critical and creative thinking were analyzed. This
analysis helped to determine the basic principles of
modern pedagogical methods and the possibilities of
their practical application. Particular attention was
given to scientific foundations such as Bloom's
taxonomy and Torrance's creativity tests.
Experimental approach. 50 participants were selected
from the students of the primary education direction
for the study. Participants were divided into two
groups: experimental and control group. Training was
conducted with the experimental group on the basis of
a special methodology aimed at developing critical and
creative thinking. And with the control group, classes
were conducted in the traditional way.
Practical training. To develop critical and creative
thinking, analysis of problem situations, project work,
question and answer sessions and creative assignments
were organized. In these activities, students acquired
new knowledge and formed thinking skills through the
use of various techniques.
Survey and interview. A survey was conducted with
students before and after classes. In it, their critical and
creative thinking skills, interest in classes and self-
confidence were evaluated. In-depth interviews with
students were also organized and their opinions on
new methodological approaches were taken.
Statistical analysis. The data obtained during the
experiment was processed using mathematical and
statistical methods, and the results were expressed in
the form of graphs and tables. The differences between
the experimental group and the control group were
analyzed and the effectiveness of the methodology was
evaluated.
With the combination of the above methods, the
possibilities of developing critical and creative thinking
among students were studied in depth and
scientifically based conclusions were drawn.
Analysis and results.
According to the results of the study, we can observe
that the effectiveness of the methodology developed
to develop the critical and creative thinking abilities of
future primary school teachers is manifested in several
aspects (Figure 2).
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 2
An increase in the level of critical thinking. While the
level of critical thinking of students before the
experiment was 65%, after training on the basis of a
special methodology, this figure reached 80%. This
showed a significant increase in problem analysis,
cause-and-effect relationship identification, and logical
decision-making skills among students.
Increased level of creative thinking. The level of
creative thinking, initially at 70%, increased by 85%
after training. Students showed the ability to offer
various new ideas, develop non-standard approaches
and show creativity in the performance of creative
tasks.
Increased activity and motivation. Students were more
active in training and felt more confident in completing
assignments. According to the survey, 90% of students
claimed that the new methodology increased their
interest in the course process.
Differences with the control group. A significant
difference was found between the results of the
experimental group and the control group. The growth
in critical and creative thinking skills in the
experimental group was 20-25% higher than in the
control group. This proves the effectiveness of a special
methodology.
The results obtained show that the development of
critical and creative thinking significantly increases the
intellectual potential of primary school teachers. This in
turn also has a positive effect on the quality of their
training. In order for the critical thinking skills of
students to be strong, it is necessary to conduct more
practical classes based on the analysis of problem
situations. At the same time, it was found that it is
effective to use open-ended questions and project-
based teaching methods in the educational process to
develop creative thinking. The process demonstrated
the importance of analyzing problem situations,
seeking answers to logical questions, and organizing
various controversies in order to develop students '
critical thinking skills. For example, when students were
taught teamwork to find answers to problematic
questions during the course of the class, it was
observed that they increased their critical thinking skills
through mutual exchange of ideas. In addition, the
effectiveness of training based on creative tasks,
project work and open questions was noted in the
development of creative thinking. During these
sessions,
students
developed
non-standard
approaches to various problems and showed their
creative abilities. For example, when children were
instructed
to
create
interesting
stories
or
independently solve problem situations, they showed
their creative potential more widely. The study also
found that students had increased activity and
enthusiasm in the course process. This is explained by
the fact that methods that develop critical and creative
thinking strengthen the motivation of students and
build self-confidence among them. These approaches
focus students on independent thinking and creativity
in the future, rather than being limited to increasing
theoretical knowledge alone.
However, some difficulties were also observed in the
study. The students ' difficulty in completing critical and
creative thinking assignments in the early stages has
been largely attributed to the inadequacy of their
knowledge on specific topics and sluggishness in
making open statements of their own opinions.
Therefore, it became known that it is necessary to
make the methodological approaches used at the initial
stage more flexible and develop them in stages, taking
into account the level of knowledge of students. In the
future, it is recommended to more broadly introduce
these techniques, to study the results more widely,
Results
Increased level of
creative thinking
Increased activity
and motivation
Differences with
the control group
Growth in critical
thinking
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International Journal of Pedagogics (ISSN: 2771-2281)
applying them to groups of students of different ages
and other pedagogical directions. This not only
increases the quality of the training of elementary
teachers, but also has a positive effect on the overall
effectiveness of the educational system.
CONCLUSION
From the results of the study, it was confirmed that
methodological approaches aimed at developing the
critical and creative thinking abilities of future primary
school teachers are effective. Analysis of problem
situations, debate, and question-and-answer sessions
have been shown to be important for the development
of critical thinking. And in the development of creative
thinking, creative tasks, project work and non-standard
approaches turned out to be the most effective
methods. The practical significance of the study is that
there is an opportunity to apply the developed
methodology to other student groups in the direction
of pedagogy, as well as to further improve it. In the
future, it is recommended to apply this methodology to
student groups of different ages and conduct additional
research on the assessment of long-term results. This
approach contributes significantly to improving the
quality of primary education and the training of
teachers who meet the requirements of modern
society.
REFERENCES
Decree No. 158 of the Prezdent of the Republic of
Uzbekistan on the strategy of Uzbekistan-2030 dated
11 September 2023.
The decision of the Prezdent of the Republic of
Uzbekistan on December 29, 2020 “the right to develop
the field of Education and science”.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy
for learning, teaching, and assessing: A revision of
Bloom's taxonomy of educational objects.
Halpern, D. F. (1998). Teaching critical thinking for
transfer across domains. American Psychologist, 53 (4),
449-455
Torrance, E. P. (1966). Torrance Tests of Creative
Thinking.
Sharipov SH.S. Continuous development of creativity
abilities of students in vocational education.
Monograph. - T.: Science, 2005. - 140 b.
Tolipov O'.Q. Pedagogical technologies for the
development of universal and professional skills and
qualifications in the system of higher pedagogical
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Pardaboyeva D.G'. Distinctive features of the
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57-63.
Pardaboyeva
D.G'.
Improving
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intellectual
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