Volume 15 Issue 02, February 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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616
DEVELOPING A METHODOLOGY FOR DEVELOPING DIVERGENT THINKING IN
THE PROCESS OF TRAINING PRIMARY SCHOOL TEACHERS
Xolmatova Zulfiya Tillavoldiyevna
UDK 371.1:159.9
Fergana State University
Associate Professor (PhD)
Abstract:
This study examines the development and practical application of a methodology for
developing divergent thinking in the process of training primary school teachers. Divergent
thinking is an important cognitive process that provides the development of the ability to
generate new ideas and apply existing knowledge in new contexts. The study aims to develop the
creative and critical thinking skills of primary school teachers based on effective methods,
methodological approaches and practical exercises for developing divergent thinking. The
methodology is aimed at teaching teachers to learn creative approaches, solve problems in new
and original ways, and encourage students to think actively and independently. The study
analyzes the effectiveness of methods, exercises and pedagogical practices aimed at developing
divergent thinking in the educational process. This methodology is of great importance in
improving the quality of education of primary school teachers and teaching students modern
knowledge.
Keywords:
Primary school teachers, Divergent thinking, Creative thinking, Cognitive
development, Educational methodology, Pedagogical methods, Educational process, Divergent
approach, Student creativity, Critical thinking, Educational innovations
INTRODUCTION
The modern education system requires educators and teachers not only to impart knowledge, but
also to guide students to think independently, generate innovative ideas, and think critically and
creatively. This requires teachers not only to have pedagogical knowledge, but also to have a
high level of cognitive competence. In developing students, especially at the primary education
stage, teachers should use approaches that encourage creative and critical thinking.
Divergent thinking, that is, a thinking process aimed at finding different possibilities and
solutions, is of great importance in education in this regard. Through divergent thinking, students
have the opportunity to develop new ideas, solve complex problems in new ways, and express
their thoughts independently. Primary school teachers, in turn, must have the right
methodological approaches to develop this thinking.
Developing divergent thinking in teachers allows them to teach students creative approaches,
form students' creativity and independent thinking. Also, this methodology serves to introduce
innovative approaches in the educational process and increase pedagogical competence of
teachers.
The purpose of this study is to develop a methodology for developing divergent thinking in the
process of training primary school teachers and analyze its effectiveness in the educational
process. The study analyzes teachers' methodological approaches and practical exercises aimed
at developing divergent thinking. Also, methodological tools are developed to provide teachers
with the necessary pedagogical and psychological skills.
Volume 15 Issue 02, February 2025
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The study also serves to implement tasks such as increasing the educational effectiveness of
primary school teachers, developing creative and critical thinking skills, and preparing students
for creativity and adaptation to a changing environment. This methodology is aimed at
increasing the activity of students in the educational process and improving the quality of
education.
METHOD AND METHODOLOGY
This study aims to develop methodological approaches to the development of divergent thinking,
based on the basic principles of cognitive pedagogy and psychology. The methodological basis
of the study is cognitive theory, pedagogical principles of developing creativity and innovation
in the learning process. The essence of the methodology for developing divergent thinking is that
it directs teachers to encourage students to create new, unconventional ideas and find creative
solutions.
The research methodology is aimed at studying the interrelationship of teachers' thinking
systems and methodological approaches. In this context, the methodology is aimed at identifying
the pedagogical tools and methods necessary to improve the educational process and develop
creative and critical thinking.
RESEARCH RESULTS
The results of the study showed that the use of effective methodological approaches to the
development of divergent thinking can greatly contribute to increasing the pedagogical
competence of primary school teachers. Encouraging teachers to generate new ideas and solve
problems in an innovative way makes the educational process more effective and creative.
Therefore, the methodology for the development of divergent thinking should be included in the
training of all teachers. It is recommended to widely use it in the process of teaching. It is also
necessary to further improve and expand the methodology, which will allow teachers to more
effectively develop the creative potential of students.
DISCUSSION
The results of the study showed that methodological approaches aimed at developing divergent
thinking of primary school teachers have a positive effect not only on increasing the pedagogical
competence of teachers, but also on developing students' creative and critical thinking skills. The
experiments and practical exercises carried out during the study led to successful results in
increasing the level of methodological preparation of teachers. However, some problems and
difficulties also arose, which can be solved in the future with more improved methodological
approaches.
CONCLUSION
During the study, it was found that methodological approaches of teachers aimed at developing
divergent thinking are effective in stimulating creative thinking in students. However, there are
some difficulties in implementing the methodology, which can be addressed by supporting
teachers and developing more advanced forms of the methodology. In the future, this
methodology should be more widely used at all levels of the education system.
REFERENCES
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Shadrina, T. V. (2016).
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Volume 15 Issue 02, February 2025
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