“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
94
DEVELOPMENT OF PEDAGOGICAL CREATIVITY IN FUTURE TEACHERS:
THEORETICAL BASIS AND APPLIED STRATEGIES
Kholmuminova Dildora
Senior Lecturer of the Department of Pedagogy and Psychology,
TMCI Institute
https://doi.org/10.5281/zenodo.15268177
Abstract. This article investigates the theoretical and practical dimensions of developing
pedagogical creativity among future teachers. The study highlights how creative thinking and
innovative teaching approaches can be cultivated in teacher education programs. Utilizing a
mixed-methods design, data were collected from 120 pedagogy students and 15 teaching
methodologists across three universities in Uzbekistan. The results emphasize the significance of
reflective practice, interdisciplinary collaboration, and psychological safety in shaping
pedagogical creativity. Recommendations are proposed for reforming curricula, teacher training
strategies, and evaluation mechanisms to foster a more innovative and student-centered
education system.
Keywords: pedagogical creativity, teacher education, innovation, reflective practice,
psychological safety, Uzbekistan.
Introduction.
In the modern educational landscape, characterized by rapid technological
change and evolving learner needs, the traditional role of teachers as knowledge transmitters is
being replaced by that of facilitators, mentors, and innovators. As such,
pedagogical creativity
has emerged as a core competency in teacher training programs. This concept encompasses the
ability of future teachers to design engaging learning environments, apply creative instructional
strategies, and solve classroom challenges in original ways.
In Uzbekistan, ongoing educational reforms highlight the importance of creative
competence among teachers, aligning with national goals to modernize the curriculum and
improve learning outcomes. Despite this, pedagogical creativity remains an underdeveloped
component of teacher education, often constrained by rigid curricula, outdated evaluation
systems, and limited opportunities for practical experimentation.
This study aims to explore the theoretical foundations of pedagogical creativity and
identify evidence-based strategies for its development in pre-service teachers. The research
questions include:
1.
What are the core components of pedagogical creativity?
2.
How do pedagogical environments and teacher attitudes influence creativity?
3.
What methods can be employed in teacher training to foster creativity?
Methodology.
A mixed-methods research design was employed, integrating both
qualitative and quantitative data to ensure a comprehensive understanding of the issue. The
quantitative component involved a structured questionnaire distributed to 120 undergraduate
students enrolled in pedagogy programs at universities in Tashkent, Samarkand, and Bukhara.
The questionnaire assessed dimensions such as creative self-efficacy, risk-taking, and flexibility
in lesson planning.
“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
95
The qualitative component included semi-structured interviews with 15 teaching
methodologists who supervise teaching practices. Interview topics included experiences with
student creativity, barriers to innovation, and effective pedagogical interventions. The data were
analyzed using SPSS 27 (descriptive and inferential statistics) and NVivo 12 for thematic
coding.
Results.
Quantitative analysis revealed that 68% of students felt their teacher education
program allowed for limited creative freedom. Only 27% regularly engaged in designing original
learning activities, while 81% expressed a desire for more autonomy and experimentation.
Regression analysis showed a positive correlation (r = 0.63, p < 0.01) between reflective practice
and perceived creativity.
Qualitative data supported these findings. Interviewees emphasized the importance of:
•
Creative modeling by mentors
•
Encouragement to "fail forward"
•
Opportunities for interdisciplinary projects (e.g., combining pedagogy with digital
technology)
Common barriers identified included fear of being judged during practice teaching, lack
of time for lesson innovation, and the dominance of standardized curricula that restrict
flexibility.
Discussion.
The findings align with recent literature (Huang, 2021; Abdukarimov, 2023)
asserting that pedagogical creativity thrives in environments where experimentation is
encouraged and mistakes are viewed as learning opportunities. Psychological safety, as reported
by both students and methodologists, emerged as a critical enabler of creativity.
This study also reinforces the need for
interdisciplinary collaboration
, particularly
involving technology integration, arts-based learning, and community engagement. Teacher
education programs must move beyond theoretical coursework and embrace project-based,
experiential learning where creativity is not just taught, but practiced.
Conclusion.
Developing pedagogical creativity among future teachers is essential for
building a responsive, inclusive, and dynamic education system. This study demonstrates that
creativity is not an innate trait but a competency that can be nurtured through deliberate
strategies, reflective environments, and supportive mentorship.
Recommendations:
1.
Revise teacher education curricula to include modules on creative thinking and
innovation.
2.
Train mentors to model and support pedagogical risk-taking.
3.
Create safe spaces for experimentation in teaching practicums.
4.
Introduce creative performance indicators in teacher evaluations.
5.
Encourage interdisciplinary and community-based learning projects.
“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
96
References:
1.
Abdukarimov, B. (2023). Development of Pedagogical Creativity of Lecturers in
Training Courses Through Innovative Methodological Projects: A Case of Uzbekistan.
ResearchGate
.
2.
Huang, X. (2021). Striving for better teaching and student creativity development:
Linking informal workplace learning and teaching for creativity.
Thinking Skills and
Creativity
, 41.
3.
Rasulova, D. (2022). Talabalarning ijodiy kompetentini rivojlantirishda badiiy ijodning
ahamiyati.
ResearchGate
.
4.
Runco, M. A., & Acar, S. (2022). Divergent thinking as an indicator of creative potential.
Creativity Research Journal
, 34(1), 45–59.
5.
Saidova, N. (2022). Critical thinking and creativity in teaching the Russian language in
schools.
International Journal of Pedagogy
.
6.
Abdullayeva, M. I., & Bahriyeva, G. N. (2024). Boshlang‘ich taʼlim tabiiy fanlarni
o‘qitishda sinfdan tashqari ishlar. Formation of psychology and pedagogy as
interdisciplinary sciences, 3(29), 307-313.
