Journal of Social Sciences and Humanities Research Fundamentals
91
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TYPE
Original Research
PAGE NO.
91-103
DOI
OPEN ACCESS
SUBMITED
26 October 2024
ACCEPTED
28 December 2024
PUBLISHED
25 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Forming the Professional
Creativity of Teachers of
Education Through the
Use of Pedagogical
Technologies
Orakbaev Zulkander Zinatdinovich
Nukus State Pedagogical Institute named after Ajiniyaz, Department of
Distance Learning in Humanities and Social Sciences assistant teacher,
Uzbekistan
Abstract:
In this article, the essence of creativity, social
factors affecting the development of creative qualities
in a person, the creative approach of educators and
educational activities and methods and strategies of
creative teaching, the essence of creativity, social
factors influencing the development of creative
qualities in a person, the educator creative approach of
pedagogues to educational activity is described.
Keywords:
Social factor, creativity, pedagogues,
education, creative approach, method, strategy,
activity, intellectual potential.
Introduction:
Today, along with the advanced countries
of the world, great attention is paid to the reform of the
education system in our republic. Such modern socio-
economic developments, modernization of the
educational system, its structural reconstruction,
changing and updating the educational programs taking
into account the modern achievements of education,
science, technology and technology, economy and
culture on a global scale. holds in As a type of
educational
institution,
preschool
educational
organization has common features related to the
education, education, development and health of
children. differs significantly from pedagogical
processes in other educational organizations, and today
attention is being paid to this type of education. One
of the important shortcomings of modern professional
pedagogical education is its weak influence on the
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development of the creative potential of future
teachers, including history. The analysis of the activity
of teachers of modern higher educational institutions
shows that the level of pedagogical practice aimed at
developing their creative abilities is not sufficient. In
the future professional and pedagogical activities of
most teachers, the creative work system, stereotyped
methods and methods focused on the algorithmic
actions of students prevail. Therefore, one of the most
important tasks of pedagogical higher education
institutions that prepare history teachers is to develop
creativity in future teachers, to increase their creative
potential, to add elements of creativity in the
professional and pedagogical activities of future
teachers. consists of preparation for llash.
Honorable President Sh.M.Mirziyoyev, who is able to
continue the work he started, is an all-round
accomplished leader, who has an urgent task - the task
of educating the next generation as a perfect human
being. In the address of the President of the Republic
of Uzbekistan Sh. Mirziyoyev to the Oliy Majlis, "from
the moment a child is born, mental activity increases,
moral, aesthetic and physical qualities are formed in
him before school age. Therefore, our strategic goal for
the development of the field of preschool education in
the coming years is to create the necessary conditions
for every child of kindergarten age to be fully covered
by this field of education. By the end of next year, we
should reach 65% of pre-school education coverage,
and by the end of 2023, it should reach 75%. As
Mirziyoyev said at the meeting on the fundamental
improvement of the preschool education system on
October 19, 2019: "No matter what field we choose, we
cannot achieve any change or a prosperous life without
educating modern mature personnel. In this regard,
the preparation of personnel and the healthy gene pool
of the nation begins first of all with the pre-school
education system. Adapting to the innovations of the
modern world, preparing the young generation for the
life of a constantly renewing society and developing the
ability to actively participate in the processes of its
improvement in accordance with the requirements of
the time is the main task of today, and the activity of
pedagogues and a new approach to the educational
process are of great importance in this.
PF-5349 dated February 19, 2018 and PF-6079 dated
October 5, 2020 "On measures to further improve the
field of information technologies and communications"
of the President of the Republic of Uzbekistan "Digital
Uzbekistan"
—
2030" In accordance with the Decree No.
3549 dated February 19, 2018 "On the organization of
the activities of the Ministry of Information
Technologies and Communications Development in the
Republic of Uzbekistan" As in other areas of our
society, in the field of preschool education, the wide
use of information technologies and communications in
educational processes improves the quality of
education. is becoming one of the means of providing.
At the current stage, vocational school educational
organizations are considered an important link in the
education of mature individuals and the development
of a mature generation. Vocational school educational
organizations are a sphere of spiritual production, the
product of which is not only the acquisition of new
knowledge, new goals, new values and personal
meanings, but also the disclosure and development of
the teacher's important forces, his intellectual, is to
show moral and creative potential. Creative potential
is a dynamic, integrated characteristic of a person,
which is a necessary condition and result of creative
activity that determines a person's orientation,
readiness and ability to self-realization.
Modern science is based on the understanding of man
as a being. The essence of a person as a transformer of
the world, a creator of new relationships and himself is
manifested precisely in creative activity. Since the
elements of creativity are present in any human
activity, it is possible to understand why people's
creativity is so diverse and multifaceted, and why,
regardless of where the creative problem arises and by
whom it is solved - by a scientist or o is manifested in
various activities of the teacher.
In our independent Uzbekistan, the reform of the
continuous education system, the reorganization of the
education and training process based on new
educational standards, special attention is paid to the
teacher's work and his pedagogical skills.
Pedagogical activity is a professional activity of a
teacher aimed at providing education and training to
students, solving their tasks and using the means of
pedagogical influence.
In the course of this activity, the teacher teaches,
guides, educates, organizes educational activities, plans
to acquire independent knowledge to improve his
qualifications, and as a result, he also matures. also
makes students mature. The mentioned directly and
indirectly serve as a tool for the formation of
pedagogical skills.
If the pedagogical activity is clearly visible, the teacher
tries to clearly solve the tasks of teaching, educating
and developing personal qualities.
In every society, the most important task for a teacher
is to educate and impart knowledge to the youth who
are the future of the society. Nowadays, the number
of creative teachers who make a great contribution to
the quality of education and upbringing of the young
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generation with their selfless work is increasing every
year. A good community environment will definitely
have a great impact on the pedagogical process.
In modern education, there is a need to produce new
paradigmatics of organizing the pedagogical process,
and this helps to turn to creative pedagogy in a new
innovative direction of pedagogy.
The problems of creative pedagogy are considered in
the system of integrated pedagogical theory and other
social sciences: history of pedagogy and philosophy of
education, general and professional pedagogy and
psychology, methods and technologies of teaching and
upbringing, professional ethics, etc.
What is creativity? According to the American
psychologist Abraham Maslow, this is a creative
direction that is unique to each person, but is imposed
by many people under the influence of the existing
system of upbringing, education and social practice.
The point of view of "creativity" in Latin. "Creatio"
means "creation", "creator" means "creator", but in
essence it is a manifestation of human creative activity.
Creative pedagogy is the science and art of creative
education. This is a type of pedagogy that is opposite
to such types of pedagogy as coercive pedagogy,
cooperative pedagogy, and critical pedagogy. Creative
pedagogy teaches students to think creatively, to be
creators of their future.
Creative pedagogy is a pedagogy that can be applied to
any subject, be it mathematics, physics, languages, or
economics. To some extent, it can be said that his
methodology changes the teaching and learning
process.
The main goal of creativity development is to develop
mental activity and logical thinking of students. For
this, we need to set slightly higher requirements, not
the idea that the student has reached a little earlier.
There should be modern requirements for a creative
thinking teacher, he should not be an informer, but
should include individual counseling of students
(coordinator), manager (manager), organizer of
communication. The teacher supports and guides the
search for the most effective methods of acquiring
knowledge,
encourages
interesting
discoveries,
analyzes unsuccessful attempts, encourages students
to realize defeats and victories.
Active assimilation of professional and creative activity,
its effective implementation requires the development
of physical and visual skills, the development of
individual styles and methods of professional work
development, as well as the mastery of creativity
methodology, the development of creative thinking
and the development of one's own takes The results
of a creative person can be described as personal
production corresponding to the creative activity
performed and the creative materials received. The
pace and trajectory of this process are determined
psychologically and socially, the individual's own
activity and creative features, the individual's
professional activity, life events and life activities.
Creating a creative atmosphere in the team requires a
good knowledge of the individual characteristics,
capabilities and abilities of each teacher. Research
shows that the main role in the development of a
teacher's creative ability is played by his professional
activity and the desire to improve himself. The
development of skills is directly related to the
pedagogical skills and abilities that every teacher
should acquire.
The fact that reproducibility in pedagogical activity has
a multilevel structure is really underestimated: from
vague retelling of knowledge to the ability to adapt the
material taking into account many external factors.
Reproducibility means the ability to restore their
pedagogical activity in changing conditions. The master
of pedagogical work is a highly qualified specialist in
psychological-pedagogical and current topics, who is
able to reproduce professional knowledge, skills and
qualifications at a high level. The level of professional
skill of a teacher depends on his qualifications
(pedagogical,
social-psychological,
differential-
psychological), as well as the level of development of
professional and pedagogical thinking. Pedagogical
creativity is effective if it is based on high professional
and pedagogical competence. Unfortunately, in many
cases this competence is not available, which leads to
didactogenic factors.
True pedagogical creativity corresponds to the
objective, not subjective criteria of innovation, the
results of creative activity. In understanding
pedagogical creativity, if one adheres to an objective
criterion, one may think that only a few out of tens of
thousands of teachers meet this criterion. But this is
wrong. This common mistake is based on a
misunderstanding of the result. In fact, there are very
few teachers who create objective new technologies of
teaching or education. But any lesson, practical training
that combines well-known methods and methods that
have already been created is to a certain extent the
result of creativity. Creating a new system from certain
elements is already confirmed by the manifestation of
creativity.
Creating and conducting each training session requires
creativity. Any lesson includes not only certain
schemes of its implementation, but also the different
socio-psychological conditions of the group and
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individual students, as well as the unique
characteristics of each person.
Professional activities of teachers and their creativity
are important in vocational school educational
organizations. Each teacher makes a certain
contribution to the development of students through
his creative thinking and activity. Thus, creativity is one
of the important qualities of a teacher. The fact that
the teacher conducts a certain level of creative research
before entering each lesson ensures the success of his
professional activity.
Professional skills of a teacher are certain personal
(love of students, kindness, benevolence, etc.) and
professional (knowledge, sense of responsibility,
erudition of creativity, etc.)
In the pedagogical field: love of students and interest in
working with them, love of pedagogical work,
pedagogical mental acumen and observation,
pedagogical tenderness, pedagogical imagination,
organizational
skills,
honesty,
sincerity,
demandingness, determination and goal-seeking,
restraint, self-control professional competence. To the
field of knowledge: broad scientific level, spiritual need
and interest, intellectual interest, ability to feel new.
enriches with the experience of analyzing and
summarizing events. Pedagogical qualification is the
ability to master a certain type of activity and perform
it well.
Pedagogical culture refers to the teacher's duty,
responsibility, dignity, conscience, and moral beliefs,
and means the pedagogue's demandingness, justice,
perfection, truthfulness, and correctness. Pedagogical
tact (tact) in the system of pedagogical skills is
characterized as a measure, norm and limit of the
pedagogical purposeful, useful, valuable actions of the
teacher. The listed components of pedagogical skill
enrich the professional characteristics of the
pedagogue and lead him to mastery, and help the
teacher to find the content of pedagogical skills.
However, relying only on them to become a master of
their profession may not give the expected result. For
this, it is necessary to regularly think pedagogically,
think pedagogically, and do pedagogic work. This
means that it is necessary to analyze the pedagogical
events and situations, try to understand their
connections, independently analyze the daily results
and get used to comparing new educational ideas with
the previous ones. It is necessary to find the main
pedagogical and psychological problems and to think
about finding the most convenient ways to solve them.
Humanism is a concept that expresses concern for the
creation of conditions for the manifestation of all the
principles of humanity, about human dignity, freedom,
happiness and equal rights. Taking into account the
individual psychological characteristics of pedagogues,
the correct use of their opportunities; correct attitude
towards
pre-determined
situations,
reasonable
assessment of others' success, fairness in material and
moral incentives.
There is a close relationship between maintaining a
creative personality and creative education.
The most urgent task of today is to provide quality
education and training to the young generation who
are the owners of the future.
The teacher searches for various sources and uses them
to independently improve his personality and
professional activity. In order to improve his
pedagogical skills, a teacher should be aware of modern
teaching methods at the world and national level and
work on himself.
Conceptual demands placed on the teachers of
"Education" are of particular importance. Through this
science, the knowledge, skills and competencies that
serve to form indicators and competencies of spiritual
education in students are widely absorbed into the
educational content, the implementation of indicators
of spiritual education within the scope of academic
subjects, and the motivation of striving for success is
the priority of the individual. to strengthen as a
characteristic, to form age-appropriate personal
qualities required in the process of child socialization,
to expand imaginations about professions, to interest
in profession and work, to work conscientiously
thoughts on teaching skills, learning national and
universal values have been reflected. The social
competence of the teacher of the subject "Education"
is a form of social work, which is manifested in
pedagogical work with the population, colleagues,
students and their parents. The difference between us,
a professional "Education" teacher, and an intuitive,
and sometimes impulsively guiding, citizen, person,
who exerts educational influence based on personal
experience, professional requirements, is first of all
clearly knowing the goal, predicting the results. doing,
theoretical,
methodological
and
technological
preparation, is manifested in the connection with
constant purposeful work, working on oneself. The
necessity and content of modernization of educational
work and social competences of pedagogues in our
country is determined by Resolution 1059 of the
Cabinet of Ministers of the Republic of Uzbekistan
dated December 31, 2019 "On approval of the concept
of continuous spiritual education and measures to
implement it". - was justified in the decision no.
According to the decision, it is required to form the
scientific and technological reform of youth education
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in Uzbekistan based on the needs of today, on the basis
of scientifically based basic competencies and qualities.
In the concept, loyalty to the Motherland, duty and
responsibility, initiative and other qualities remain as
theoretical concepts in the minds of young people, but
they do not become practical habits in nature, as a
result of which there is a discrepancy between their
words about these qualities and their actions, which
leads to an independent life. that it creates a number
of problems for incoming young men and women to
find their place in life; It was noted that the lack of
formation of high goals, self-mobilization to study,
insufficient development of the qualities of will,
tenacity, perseverance, and responsibility in some
students harms the quality of education; The lack of
educational materials that methodically support the
activities of teachers in the field of spiritual education,
including methodical manuals in the field of spiritual
education, the necessary textbooks for students, the
content of training teachers of "Education" and
demands modernization of the process. The positive
solution of these problems is directly related to the
problems of teachers' social competence. Because a
new, systematic approach to education is of decisive
importance in the guaranteed formation of basic
qualities in a child, in fully revealing the socio-
pedagogical possibilities of higher educational
institutions and schools, and in raising the scientific-
methodical integrity between them to a new level. It is
up to the individual student how to implement the II
stage of the Concept of Continuous Spiritual Education
in Appendix 2 of the Cabinet of Ministers Resolution No.
1059 of December 31, 2019. Because the main and only
professional decisive subject of spiritual and moral
education is the teacher of "Education".
Chapter VI of Appendix 2 of the decision is defined as
"Implementation of spiritual education in the general
secondary education system". It is determined that the
first period of the process of spiritual education in the
general secondary education system covers elementary
grades. The priority directions of the implementation
of the concept and action plan are: - effective
implementation of the tasks related to the education of
the population, especially the youth, provided for in the
Strategy of Actions on the five priority directions of the
development of the Republic of Uzbekistan in 2017-
2021, providing them with the most necessary basic
competencies for a peaceful life; - development of
scientifically based indicators for evaluating spiritual
education; - defining the main directions for the
spiritual upbringing of babies and children based on the
principles of continuity and integrity in the educational
process; - step by step formation of important qualities
such as loyalty to the Motherland, entrepreneurship,
willfulness,
ideological
immunity,
kindness,
responsibility, tolerance, legal culture, innovative
thinking, hard work in young people, starting from
childhood; - development and implementation of a
mechanism of mutual effective cooperation of parents,
caregivers, teachers, continuous education institutions
and
the
neighborhood
community
in
the
implementation of continuous spiritual education; - to
increase the knowledge and pedagogical culture of the
population on child education, to regularly familiarize
citizens with effective pedagogical technologies,
methods and forms of implementation tested in the
world experience of continuous spiritual education; -
formation of a healthy worldview against malicious
information, vices that destroy morals, and destructive
ideas that lead young people astray through mass
media, including the Internet; - tasks related to direct
social competences, such as effective establishment of
cooperation between state organizations, civil society
institutions, mass media and the private sector in the
organization of continuous spiritual education, were
defined. Also, the teacher of "Education" was asked the
issue of providing cognitive and operational
components of social competence. This is loyalty to
the Motherland, entrepreneurship, volition, ideological
immunity, kindness in students as age-appropriate
basic spiritual and moral virtues (competencies) based
on the state educational standard and curricula of
general secondary education. , it is a matter of forming
certain moral and ethical competencies such as
responsibility, tolerance, legal culture, innovative
thinking, hard work. For us, the following conceptual
requirements for teachers of "Education" are of
particular importance.
These are:
● Through the science of "Education", the knowledge,
skills and abilities that serve to form indicators and
competencies of spiritual education in students are
widely absorbed into the content of education;
● p
utting into practice the indicators of spiritual
education within academic subjects, enriching them
with practical exercises and tasks that allow them to be
used in practice;
● strengthening the motive of striving for success as a
priority characteristic of a person;
● strengthening the child's conscious control of his
behavior and activities;
● reacting to the behavior and actions of oneself and
others, teaching hard work;
● emergence of social motives to cooperate with
adults and peers;
● expan
sion and deepening of knowledge,
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development of spiritual and moral skills and
qualifications;
● manifestation of interest in the traditions and values
of one's own people and other peoples;
● formation of age
-appropriate personal qualities
required in the process of socialization;
● strengthening of safe life skills;
● expanding imaginations about professions, interest in
profession and work;
● teaching the skills of conscientious work, showing the
importance of work in the life of a person and society;
● strengthening motivations for success;
● teaching self
-assessment;
● encourage the desire to show oneself in the activity;
● enriching the experience of spiritual and moral
relations with peers;
● includes the study of national a
nd universal values.
The social competence of the teacher of the subject
"Education" is a form of social work, which is
manifested in pedagogical work with the population,
colleagues, students and their parents. The difference
between us, a professional "Education" teacher, and an
intuitive, and sometimes impulsively guiding, citizen,
person, who exerts educational influence based on
personal experience, professional requirements, is first
of all clearly knowing the goal, predicting the results.
we found out that theoretical, methodological and
technological preparation is related to constant
purposeful work, manifested in self-improvement. In
this, as the principles of continuous spiritual education:
- orientation of the goals and directions of education to
the realization of the national idea;
- technological security (guaranteed design and
implementation of the intended result);
- integrity, continuity (formation of new knowledge,
skills, qualifications on the basis of acquired knowledge,
skills, qualifications, achieving that they can be the
basis for the next stage);
- an individual approach (studying the age and
individual characteristics of the students and relying on
them in the organization of the educational process);
- modernization (regular modernization of the
educational system, adaptation of education to modern
requirements);
- competence approach (having an idea and
understanding of the basic qualities to be formed - skills
- competence
- achieving dynamics of competence);
- education and training unit;
- pedagogical responsibility (parents, subjects of
continuous education, state and public organizations,
pedagogues adhere to the responsibility for the
education of young people, pedagogical cooperation).
This requires us to approach the practice not
empirically, but based on the regular monitoring of the
educational process, the skills to find the most optimal
options for pedagogical relations with colleagues,
students and their parents. One of these directions is
cooperation with parents, which constitutes one of the
main requirements of the "Concept of Continuous
Spiritual Education" to the teachers of "Education".
The study of the educational cooperation between the
family and the school showed that there are certain
problems in this area. On the one hand, "Parents are
not interested in their children's education and
training" by teachers of "Education"; "Fathers are not
participating in parent meetings. Only some mothers
are coming." "Parents are only interested in their
children's grades in subjects. They are not interested in
their spirituality, education, free time. They cannot
have a sincere conversation with their children..." can
be seen in their thoughts. On the other hand, parents
say: "... The head of the class, teachers do not know
how to get into the heart of the student. They are only
interested in attendance, children's knowledge and
discipline. They do not know how to interest students
by doing various educational activities. Teachers'
relations with parents and students are cold. If you
criticize, your child will get a bad grade. Parents
meetings are boring. If there is a holiday, work, or
event, they call, otherwise they don't." The reason for
the existence of such mutual objections is the lack of
development of social competences among the
teachers of the "Education" subject, which is
manifested in the fact that educational cooperation
between parents is not fully established.
METHODOLOGY
In the fundamental reform of the preschool education
system in Uzbekistan, it is necessary to organize all
forms of the educational process in the most
convenient and efficient way, to direct them towards
the goals of personal development, to form a
worldview and abilities in the students, and to inculcate
in them a tendency to activities necessary for society.
is a throw. The multifaceted activity of the pedagogue
and his ability to be creative and selfless, as well as the
issue of raising students to become well-rounded
people, is one of the urgent issues at the level of state
policy. A pedagogue with pedagogical skills is an
influential leader who is able to overcome difficulties in
upbringing, who can understand the spiritual world of
the growing young generation, who can feel their
feelings, who skillfully approaches the personality of a
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child with a delicate inner world. , wisdom and creative
boldness, scientific analysis, imagination and fantasy,
deep scientific thinking. Pedagogical aspects of
creativity in professional training of teachers in higher
education Yu.P. Azarov, O.V. Akimova, R.S. Gurevich,
I.A. Ziazyun, N.V. Kichuk, N.V. Kuzmina, O.N. Kutsevol,
L.M. Luzina, M.D. Nikandrov, N.G. Nichkalo, M.M.
Potashnik, S.A. Sysoeva, M.I. Smetansky, G.S.
Tarasenko, A.V.
It was studied by Temchenko and many other scientists.
By the creativity of a history teacher, we understand
the overall quality of the teacher's ability to create
original, unique, innovative ideas for various solutions
to pedagogical tasks that arise in the educational
process. It is characterized by the teacher's ability to
see the pedagogical problem in time, develop creative
ways to solve it, and act in his own way, not according
to a certain template1.
One of the main conditions for the development of the
creative thinking of future history teachers is to direct
the educational process to the student's personality,
taking into account his personal characteristics,
inclinations and aspirations. That is, professional
pedagogical education of students involves the use of
various approaches of creative teaching focused on the
individual qualities of a person.
The formation of the creative potential of the future
teacher in higher educational institutions will be helped
by the introduction of non-traditional forms and
methods
of
teaching,
innovative
pedagogical
technologies, and the organization of various
psychological and pedagogical trainings. Active
participation in professional and pedagogical tasks,
scientific conferences, competitions, discussions on
higher education problems and other educational and
scientific-methodical activities is organized. In this
case, conditions are created for the teacher's
professional self-development, self-affirmation and
self-expression.
First of all, let's describe the creative qualities of future
teachers, including the psychological-pedagogical
conditions that stimulate the development of creativity
in the direction of history teaching methodology in
pedagogical HEIs. For example, E. P. Torrens
distinguished the following conditions that contribute
to the development of a person's creative thinking and
creativity: the presence of creative abilities and creative
motivation [2, p. 307]. At the same time, if these three
factors coincide, a high level of creative abilities can be
manifested.
1) incomplete conditions that differ from clearly
defined and strict control;
2) creation and development of strategies and tools for
future activities;
3) encourage responsibility and independence;
4) pay attention to independent developments,
generalizations, observations.
In the process of forming creative thinking of future
teachers, it is important to use problem-based
educational technologies to ensure the formation and
solution of educational, scientific and professional
pedagogical problems. Therefore, it is necessary to
subordinate all organizational forms and methods of
teaching in modern higher education institutions to the
development of the creative thinking of future history
teachers: lectures, practical and seminars, independent
and individual work. It is known that a problem lecture
arouses students' interest in the studied issues,
stimulates activity and independence in searching for
additional information. At the same time, in the
process of solving the problems proposed by the
teacher, they get independent additional knowledge.
Problem lectures include: lecture-dialogue, lecture-
discussion, lecture-discussion, etc.
Problem-based practical and seminar classes can be
held in various forms, for example: in the form of
discussions on individual issues of the topic; in the form
of discussion, debate (requiring independent study of
additional educational material); in the form of
defense of theses that activates the attention of all
students and contributes to the development of
evidence-based thinking; in the form of solving
professional and pedagogical problems that develop
the skills of practical application of theoretical
knowledge of future teachers; in the form of business
games, which are an active method of training
specialists, because they include the use of research,
teaching and some forms of education.
Practical training, which is an integral part of the
professional training of future history teachers, should
be organized based on the project method. The topics
of the project aimed at solving current problems
related to the methodology of teaching history and
modernizing the educational system and organizing
innovative education, conducting scientific and
practical research are studied by students in small
groups or individually, and after completing the project,
each As a student or a small group defends their
project work through a coherent presentation and
answers various questions, this form of practical work
of future history teachers, in our opinion, is the most
appropriate and is useful.
Thus, the process of forming the creative thinking of
future history teachers, including in the teaching of
history, depends on the purposeful interaction,
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cooperation between the teacher and students, and
the necessary forms of organizing the educational
process. and special organization using methods, it is
possible to distinguish some groups of methods that
contribute to the formation of professional creative
thinking of students [5, p. 174], they are classified as
follows:
1. According to the methods of organizing educational
activities:
structural and logical methods characterized by step-
by-step organization of the assignment of didactic
tasks, selection of methods of solving them, diagnosis
and evaluation of the obtained results; training
methods aimed at developing specific algorithms of
educational and cognitive activities and solving
common problems during training (these can be tests
and practical tasks, it is desirable to add creative
elements to their composition); game methods
characterized by the interaction of subjects of the
educational process (if educational tasks are included in
the content of the game), etc.
2. According to the formative direction, in turn:
a) methods of developing the experience of creative
activity:
methods of using complicating conditions, namely:
time limit method, sudden prohibition method, new
options method, lack of information method, denial
method; methods of group solving of creative tasks:
Delphi method, "black box" method, diary method;
methods of stimulating collective creative research:
brainstorming, synectics and other methods.
b) methods of emotional influence that contribute to
the formation of experience and create a positive
attitude through the experience of their professional,
creative and educational activities: emotional reaction
to it, stimulation, educational and emotional game,
state of success creation, free choice of creative tasks,
motivation to choose alternative solutions.
Of course, there are many other approaches to
classifying methods that help to develop professional-
creative thinking and develop creativity in future
teachers. But there are factors that have a negative
impact on the manifestation of creative thinking in
future history teachers. S.D. Smirnov [5, p. 87], this
includes: time limit; or increased anxiety; strong or
weak motivation for learning; striving to find a solution
quickly, which usually leads to a decrease in the quality
of tasks by reducing the time of its completion; the
method of forming task conditions that trigger the
wrong solution method; lack of confidence in their
abilities due to previous failures and other reasons.
G. Ouch, a well-known researcher of creativity, calls
the factors that prevent creative thinking "mental
locks", that is, a strong attitude of the mind that
prevents a creative approach to solving life and
professional situations. According to his opinion [6, p.
141], which includes: self-doubt; fear of looking worse
than others; the habit of evaluating all life and
educational situations from the point of view of logic;
always try to be practical; the habit of following
generally accepted rules; mark only one correct
answer; tendency to avoid uncertainty; subconscious
thinking that it is impossible to make mistakes in
general and others.
The concept of "creativity" reflects cultural diversity.
Western They emphasize that creativity is based on
unconventionality, curiosity, imagination, sense of
humor and freedom. Easterners, on the other hand,
understand creativity as a process of rebirth of
goodness. Although Westerners and Easterners have
different views on creativity, representatives of both
cultures highly value this quality and its possession.
Creativity can be called: striving for creativity, creative
approach to life, constant self-critical observation and
analysis. Based on modern dictionaries of psychology
and pedagogy, the teacher's creativity can be defined
as the level of knowledge, feelings, communication,
special activity, creative approach. Creativity is
responsible for the reproduction of existing
information in a person and the creation of unlimited
new models of them. Among the requirements for the
field of education, a number of measures have been
implemented to increase the professional and creative
competence of specialists of preschool educational
organizations. The requirement for a pedagogue is to
conduct research on himself first of all. Therefore, the
most important need in the preschool education
system is the professional maturity of the specialists of
the preschool education organization, as well as the
creative competence.
RESULTS
The quality of the educational activities of preschool
educational organizations is related to the planning of
the educational process, its implementation, the
content of the curriculum and programs, as well as the
knowledge, skills and abilities of the children, and the
knowledge acquired independently. The result is
determined by the quality of the file. The importance
of raising fully developed, intellectually and spiritually
mature, physically and spiritually healthy children in
pre-school educational institutions, the fact that the
development of our country is closely related to the
quality of education and the nature of upbringing given
to young generations is of special relevance. The
reforms carried out in this regard in our country
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prepare the ground for functioning as a mature staff
with great spiritual qualities, emdiving human
qualities.
Creativity includes the organization of the educational
process, the construction of a creative educational
process, the development of creative potential from
educational technologies, the development of a
balance of different methods, knowledge and skills.
The essence of creativity is that intelligence is the
mental potential of a person, and creativity is the ability
to freely use this mental potential in a purposeful
manner. In order to fully understand the general
essence of the process of developing creative qualities
in a person, it is necessary to first understand the
meaning of the concept of "creativity". The concept of
"creativity" can be interpreted as follows: Creativity
(lat., ing. "create" - creation, "creative" - creator) is a
creative ability that describes the individual's readiness
to develop new ideas and is part of talent as an
independent factor. We support the opinions of
researchers who believe that heuristic teaching
methods should be widely used at the stage of
professional training of future teachers, which actively
encourages the development of creativity in students
and forms their creative qualities.
In our opinion, let's analyze the main methods that are
appropriate to use in professional training of future
history teachers in the conditions of higher education.
For example, the method of "Agglutination" is designed
to develop students' abilities to combine qualities,
properties or parts of things that do not match in the
real world, for example, hot snow, volume void, sweet
salt, black light, etc. The use of this methodology will
help to develop the ability to put forward fantasy,
imagination, bold ideas and hypotheses in future
teachers. It is appropriate to use this methodology
during active lectures and practical (seminar) training
on history and its teaching methodology.
The main task of the brainstorming method is to collect
the most ideas from the participants. This is an
operational method of solving group problems, and its
participants are encouraged to express as many options
as possible for their solution, encouraging creative
activity. After that, the most successful ones that can
be used in practice are selected from the total number
of opinions expressed.
It is appropriate and useful to use this methodology in
practical work on history in small groups, when each
student has the opportunity to put forward his idea to
solve the problem, it is possible to create an algorithm
and implement its software.
The method of projects is a method aimed at
strengthening the learning process, taking into account
the personal needs and individual qualities of students.
The goal of the project method in education is
considered to be a unique transition from personality
development, self-development, reveals his intellectual
and creative potential, and the possibility of organizing
project activities in the process of training future
history teachers. Forms and methods can be:
performing in small groups or individual projects during
planned laboratory work; combining educational
material on certain topics in the form of a creative task
or project in the form of a final repetition (taking tests,
writing theses on historical works and history or the
methodology of teaching it).
The Delphi method allows a group of researchers to
reach the maximum agreement of their opinions in
search of the right solution through surveys, interviews,
brainstorming, and the like. This method excludes the
possibility of open conflicts between carriers of
opposing views, since direct communication between
experts is not possible. It can be used to conduct
scientific-practical Internet conferences or discuss
problems in relevant forums.
Usually, the ability of pedagogues to have creativity is
ensured, formed and gradually improved and
developed by striving to solve a pedagogical problem,
carrying out scientific research or scientific projects,
and achieving mutual creative cooperation. When
organizing creative activity, a teacher should pay
attention to solving problematic issues, analyzing
problematic situations, and also creating creative
products of a pedagogical nature. While solving
problematic issues and situations, the pedagogue's
creative approach to finding a solution to the problem
helps the development of emotional and volitional
qualities. By putting problematic issues in front of him,
the pedagogue confronts evidence that contradicts his
existing knowledge and life experiences. As a result, he
feels the need to work on himself, study independently.
Modern education requires educators and pedagogues
working in all types of educational institutions to be
creative. It is necessary to pay special attention to
solving problematic issues, analyzing problematic
situations, as well as creating creative products of a
pedagogical nature in the organization of pedagogical
creative activity.
DISCUSSION
Improvement of the method of developing creative
competence of specialists working in preschool
education organizations based on an integrative
approach shows that it is useful and necessary for
future specialists to show their creativity and creative
abilities in any process. A pedagogue working primarily
in pre-school educational organizations to develop the
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creative abilities of the growing young generation to
fully respond to the demands of the new age, to
creatively approach any situation, to understand the
world with new views, to form creative thinking and
thinking in them, demands creative competence from
specialists in their professional activities. The
development of the creative competence of educators
and specialists of preschool education organizations,
whose role in raising a perfect person is considered
incomparable, is primarily the responsibility of
pedagogues of higher education institutions.
In order for pedagogues to have the potential for
creativity, it is necessary to pay attention to the
following in their professional activities:
-creative approach to professional activity; -activity in
creating new ideas;
- independent study of advanced pedagogical
achievements and experiences; - exchange of ideas
with colleagues about pedagogical achievements. Self-
development and self-expression of each person
directly depends on his creativity. The quality of
education in the preschool education system is a
description of the professional development of
educators and employees, and it is defined by the
creative ability and work activity of a specialist who
successfully conducts professional activities in
accordance with the requirements of economic
development at the modern stage. is recognized.
Based on the systematic structure of creativity, we look
at it not as an extremely intellectual-heuristic aspect of
the individual, but as a differentiated education that
values the individual. Creativity is an integral part of
human spirituality as a personality-developing
category, a factor of self-development of a person, the
basis of personal vitality, not in the versatility of the
knowledge a person has, but in the pursuit of new ideas
and established stereotypes are manifested in
reforming and changing the process of creating news,
making unexpected and unusual decisions in the
process of solving life problems. The complexity of
organizing and managing the creative process is that
not only conscious, but also subconscious concepts of
creative individuality appear in it.
A teacher-educator does not become a creator by
himself. His creative ability is formed by consistent
study and work on himself over a period of time, and it
gradually improves and develops. As with any
specialist, the foundation is laid in the student years for
future pedagogues to have creativity and it is
consistently developed in the organization of
professional activity. It is important that the
pedagogue directs himself to creative activity and is
able to organize this activity effectively. A teacher
should pay special attention to the creation of creative
products of a problematic nature when organizing
creative activities. Self-creative activation is not
whether a person fully manifests and develops his
capabilities in creative activity, but rather organizes
activities in the spirit of creativity, creativity, and new
ideas. it is necessary to strive to try in the educational
process.
Self-creative activation is not whether a person fully
manifests and develops his potential in creative
activities, but rather organizes activities in the spirit of
creativity, creativity, and new ideas. it is necessary to
strive to try in the educational process. In the classes,
"creativity moves in the following 4 directions
according to the road map, and actions in them are
listed as signs of creativity of pedagogues (Patti
Drapeau):
1) demonstrate creative thinking skills;
2) to be able to use strategies that encourage learning
with interest;
3) innovative approach and creative approach to
finding solutions to pedagogical issues;
4) expected result
A person's creativity is manifested in his thinking,
communication, feelings in certain types of activities.
According to the American psychologist P. Torrens,
creativity is to propose a problem or a scientific
hypothesis; hypothesis testing and modification;
identifying the problem based on changing the results
of the decision; It represents the effectiveness of the
opposition of knowledge and practical actions in finding
a solution to a problem. Possessing creative qualities
of a teacher directs his personal abilities, natural and
social strength, professional activity to quality and
efficient organization. A creative approach to the
organization of the professional activity of a pedagogue
with creative qualities, activeness in creating new,
advanced, ideas that serve to develop children's
educational
activities
and
personal
qualities,
independent
study
of
advanced
pedagogical
achievements and experiences, as well as focus on
having the experience of continuous, consistent
feedback about pedagogical progress with colleagues.
“Creativity is contagious;
in order to be creative, one
should communicate with more creative people and
always be in search. Just as it is possible to develop any
skill, it is possible to develop the ability or skill of
creative thinking. This also applies to future
pedagogues, and working on creativity helps future
pedagogues to think in an unusual way. However, it
depends on how qualified the teacher is to inspire and
encourage future teachers to be creative. It serves as a
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guide in creativity research and the formation of
creativity skills.
The mechanism of formation of creativity in future
pedagogues
Future pedagogues...
- interesting;
- complex tasks;
- providing a clear goal and time
To future pedagogues...
- means that creativity creates a feeling of imbalance;
- help to get rid of anxiety and fear;
- to help develop creative thinking skills with other
skills;
- not to "rescue", but to guide
Future teachers...
In order to develop creativity in the pedagogical
process, it is necessary to use teaching methods and
technologies that help to increase the potential of a
person and increase his creative activity. These
technologies help a person to develop self-esteem,
increase confidence in his abilities, and develop
psychological difficulties that prevent him from having
an adequate relationship with reality.
Nowadays, many teachers find it difficult to learn the
modern teaching process. They are using the old
fashioned teaching process while teaching. We need to
prepare the future teachers of education science for
tomorrow's pedagogical activities, arming them with
modern technologies, creating conditions for creativity
and developing modern methods of teaching them. oh
First of all, we need to develop creativity in future
education teachers. For this, we need to teach and
learn what the concept of "creativity" is, in what cases
it is used and how to implement it. Because the lack of
creativity in pedagogues can make it very difficult for
students to apply or express whatever ideas and
interesting information they have in the course of their
education.
Creativity (lot, ing. "create"- creation, "creative"-
creator) is the ability of a person to generate new ideas
and find new ways to try them in practice.
So, creativity is the creation of new ideas. In the
creation of these ideas, it is necessary to have basic
features such as activity, quick thinking, originality and
refinement. Every student should be able to
understand the concept of creativity. They reflect their
creativity in their creative approach to a job they
organize, their training and tasks. So, every future
pedagogue should develop creativity in himself. This
creates pedagogical creativity.
Pedagogical creativity. 1- is the ability of a pedagogue
to create new ideas that serve to ensure the
effectiveness of the educational process, as well as to
positively solve existing pedagogical problems, in
contrast to traditional pedagogical thinking.
So, we need to implement ways to improve the
creativity of future teachers of education. Pedagogues
are very confused about improving the quality of
creativity. Patti Drepau shows four ways to develop
creativity in a person:
Proceedings of the Republican scientific conference on
the topic "Significant results of education, science,
innovation and scientific research in higher educational
institutions: problems and solutions" on April 19, 2024.
Four main ways:
1) formation of creative thinking skills
2) Organization of creative activity processes
3) Development of practical creative movement skills
4) Using creative products (developments) We need to
understand the essence of these ways.
Way 1: Formation of creative thinking skills. In this,
students are asked questions that encourage them to
think, and in problematic questions, the logic of the
question is considered. If we ask a logical question, we
should pay special attention to its logical complexity.
The more complex the questions, the more the
students will start looking for answers. His skills
increase as he solves more complex questions.
Way 2: Organization of creative activity processes. This
way emphasizes creative, creative thinking in the
process of solving problems and promoting innovative
ideas. Creative thinking occurs when creative methods
and methods are not used in these processes. This
involves multi-faceted thinking and observation on the
given issue. So, this way encourages students to think
multi-facetedly about the problem, to carry out more
activities.
Way 3: Development of practical creative thinking skills.
In this way, he uses instructional, figurative methods
and methods to form creative thinking skills. In this
case, if they use questions, they do not develop
interactivity and accessibility in students. In her work,
Patti Drepau cites ways and methods that are effective
in developing interactivity and creative thinking skills in
students:
- Working with websites;
- Visualization;
- Taking into account all points of view;
- Appropriate application of important ideas in
different situations;
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- "brainstorming";
- mentioned methods such as "case study".
It will be more useful to use methods that are more
instructive and interesting
4th way: use of creative products (developments). In
this way, it is assumed that students will use more tools
and technologies. Preparation of all topics and
presentation work as much as possible in slides or other
forms. All manuals should be used or more tools should
be used. Students will be interested if every lesson and
training is carried out with all the necessary tools. This
ensures an effective lesson.
Through these ways, students will use creativity to a
very good extent in the pedagogical activity of
tomorrow. The more creatively they organize their
lessons, the more positive the result will be. In this
case, it is appropriate to use modern pedagogical
technologies with creativity. The use of current
modern technologies, methods and interactive
methods is carried out in accordance with current
modern pedagogical activities. For this, we must
develop students' creativity and modern pedagogical
technologies. There are several ways to develop
creativity in future education teachers. These are:
- Interesting;
- Loading complex tasks;
Proceedings of the Republican scientific conference on
the topic "Significant results of education, science,
innovation and scientific research in higher educational
institutions: problems and solutions" on April 19, 2024.
- Providing a clear goal and time;
- Encouragement through conversations;
- Provide constructive comments;
- Acquaintance with new instructions;
In these processes, if complex tasks are assigned to
future education teachers with a clear goal and time,
they will have a positive effect on their performance of
tasks in such a clear order. They feel their responsibility
and approach these tasks and assignments seriously.
We should encourage them to do their work with
conversations and give conclusions with constructive
comments. Future education teachers learn their
mistakes and shortcomings through this method and
try to correct them. We need to give them positive
feedback for their work, give them more work on their
mistakes, and at the same time give new instructions.
After that, we ask the students:
- Helping to get rid of anxiety and fear;
- To help develop creative thinking skills together with
other skills
- We should not save them on this road, but we should
support them by guiding them;
Students in this case:
- Being able to develop other types of creativity;
- Ability to work in a group;
- They should create an environment that will be the
foundation for them to have emotional freedom and
positive thoughts.
Also, the role of teachers in the development of
creative thinking skills of future teachers of education
is very important. Every teacher should create an
atmosphere of creativity for students in the classroom.
This environment should be created in such a way that
students should be able to feel themselves freely,
express their thoughts independently, and share their
ideas. In this environment, the teacher-student
relationship occupies an important place. The teacher
should observe them closely and ask them questions
about whether future teachers of the science of
education are performing their activities and get an
understanding of their knowledge.
And we can arouse their interest with the help of
modern technological tools, and using them skillfully on
the basis of creativity, we can effectively implement
pedagogical activities.
CONCLUSION
I recommend that pedagogues-educators should be in
constant search. Observing the educational experience
of developed foreign countries, communicating directly
with them, sharing experience, avoiding uniformity,
and using new educational technologies in the course
of training serve to effectively organize the pedagogical
process.
In conclusion, it can be said that creativity is a desire for
creativity, a creative approach to life, a constant critical
look at oneself and analysis. Based on the modern
dictionaries of psychology and pedagogy, the teacher's
creativity can be defined as his/her thoughts, feelings,
communication, special activity, creative approach,
level of knowledge. is the ability to search for original
ideas. Each educator is a facilitator of the pedagogical
process in MTT, and its good and interesting
organization is also a process that depends on the
educator. Pedagogists should be able to approach
classes in a new way, create creative ideas, strive for
innovation and thus be able to interest students in
classes, enrich their minds with new knowledge,
increase their interest in studying and education, is
their greatest achievement. Game methods that can be
used during any form of lessons can be used. For
example, solving or creating crosswords, rebuses,
historical charades, especially related to the subject in
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practical and seminar classes in history for students;
computer graphics contests; can conduct quizzes on
specific topics.
We will consider some examples of educational tasks
that are suitable for use by future history teachers at
the stage of higher education. For example, on a
computer, you can offer such tasks: students will be
shown a part of historical information on the subject
being studied on the screen. He asks them to identify
what the topic is for. Or he will have to find errors that
were deliberately introduced in certain information.
Thus, at the current stage, there are various ways to
develop the creativity of future teachers, including
history teachers.
When forming an individual style of pedagogical
activity, each teacher of higher education can choose
any heuristic forms and methods of teaching students.
At the same time, it is necessary to ensure that the
results of their application have a positive effect on the
development of creativity of future history teachers.
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