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METHODS OF DEVELOPING CREATIVE COMPETENCE OF PRIMARY GRADE
TEACHERS BASED ON STEAM APPROACH
Dilshoda Shirinkulovna Kumakova
Teacher of the Department of “Pedagogy and Psychology” of the
Tashkent University of Social Innovation
dilshodakomakova487@gmail.com
(+998996527373)
https://doi.org/10.5281/zenodo.15527903
Annotation:
This article presents the systematization of national and foreign experience
on the problem of improving creative competence in primary school teachers, the current state
of the didactic system for developing logical, critical and creative thinking in them, and the
pedagogical The aim is to achieve conscious mastery of educational material by applying the
acquired theoretical knowledge, practical skills, qualifications and competencies of primary
school teachers in new situations, using methods based on modern educational technologies.
The article also focuses on developing the creative abilities of primary school teachers, and also
reflects on modern forms of education and their importance in the world education system, and
discusses the possibilities and current achievements of developing the education system based
on the STEAM approach, which is considered one of the modern forms of education. The
advantages of using STEAM in the primary education system are to expand the capabilities of
primary education teachers through the development of technical and natural science
education, based on the establishment of connections between the priorities and networks of
the program. This article discusses the organization of questionnaires on the clarification and
optimization of education through the STEAM approach and the creation of a logical basis for
the seamless integration of theoretical knowledge with practice.
Keywords:
primary school teacher, creativity, competence, creative ability, creative
competence, method, STEAM approach, education, technology, integration.
Today's rapidly developing and evolving world of education requires, first of all, an
innovative and creative approach to the educational process. Innovative creative competence,
which directly determines the development and direction of any society in the world, occurs
under the influence of creativity and is characterized by an increased need for creativity in
every sphere of human activity. In foreign developed countries, including the USA, Canada,
Finland, Germany, Russia, Japan, Korea, we can see that educational processes are being
implemented on the basis of the creative competence STEAM approach.
As a result of direct observation and in-depth analysis of this situation, the main goal of
state policy in the field of education is to reform the current education sector, bring the national
education system into line with world education standards, and train modern, highly qualified
teachers. On August 23, 2019, during a conversation with public education and higher
education officials, President of the Republic of Uzbekistan Sh.M. Mirziyoyev reflected on the
urgent tasks that need to be carried out in the continuous education system, stating that “…
education today "to raise the reputation of teachers working in educational institutions, and at
the same time, today teachers themselves should also take a new and creative approach to the
educational process," a number of ideas were emphasized.
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Thus, we can achieve great achievements by applying the most advanced technologies of
developed countries in our education sector. One of the advanced technologies in the field of
education is STEAM technology.
Primary teachers are able to solve more real-life problems to help students acquire
modern knowledge and skills. STEAM science, technology, engineering and mathematics
education can help primary teachers better understand concepts, such as problem-solving.
However, it remains unclear how to apply an integrative approach in the classroom. There is
also a lack of an integrative approach in primary education curricula. Primary education
teacher training is often focused on understanding the world through interdisciplinary discrete
logical analysis. Primary teachers also need to have extensive training in scientific research,
technology, design and engineering to teach practical skills. A review of advanced
interdisciplinary educational technologies has allowed us to focus on STEAM education. A
study was conducted to examine and evaluate the process of developing teacher competencies
and critical thinking in natural sciences. During the research, it is necessary to identify and
eliminate interdisciplinary problems of both professional and scientific and practical nature by
primary school teachers.
It is known that professional experience is reflected in the quality of integration of
knowledge, skills and competencies. However, the assimilation of professional competencies
and skills of creative activity by primary school teachers requires not only the integration of
practical skills and qualifications, the development of methods and tools for the effective
organization of activities as a specialist, but also awareness of the methodology of professional
creativity, the development of creative thinking, and the assimilation of personal qualities of a
creative nature to a sufficient degree.
In the lesson processes organized using the STEAM approach, the teacher and the student
actively participate. Because the manipulation and integration of the real modern environment
and its information and communication part, including the implementation of experiments
with programmable robotic devices, in the educational activity attracts the learner. In the
STEAM program, experiments with elementary school teachers are organized through
elementary activities, moving from simple to complex. If this principle is followed, elementary
school teachers will have no difficulty organizing difficult experiments and working
independently in the laboratory. As STEAM skills are formed in elementary school teachers, the
teacher and student will develop a div of intellectual knowledge about existence, the world
around us. To fully understand the general essence of the process of developing creative
competence in primary school teachers, it is first necessary to understand the meaning of the
concepts of “creativity” and “creative approach”. According to Ken Robinson, “creativity is a set
of original ideas that have their own value”. Gardner, in his research, explains this concept as
follows: “creativity is a practical action carried out by an individual, which must reflect a certain
novelty and have a certain practical value.”
From the point of view of Emebile’s approach, creativity means “the possession of a high
level of unusual skills along with well-developed knowledge in a certain field.”
Creativity (Latin, English: “create” – creation, “creative” – creator, creator) – describes a
person’s readiness to develop new ideas and expresses the meaning of creative ability, which
is part of talent as an independent factor. A person’s creativity is manifested in his thinking,
communication, feelings, and certain types of activity.
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Creativity describes a person as a whole or their specific characteristics, mental acuity.
Creativity is also reflected as an important factor of talent. According to the American
psychologist P. Torrens, “creativity is the development of a problem or scientific hypothesis;
the verification and modification of a hypothesis; the definition of a problem based on the
formation of the results of a decision; the effectiveness of the interaction of knowledge and
practical actions in finding a solution to a problem” focuses on having a constant, consistent
exchange of ideas about pedagogical achievements.
We have identified the concepts of creative competence, knowledge, skills and
qualifications characteristic of primary school teachers from a research point of view. In
particular, it was found that creative competence knowledge is a product of cognitive activity
of understanding and imagination required to develop a new solution, while creative
competence skills, systematized in the human mind, express the degree of rapid and complete
implementation of the stages of the mental process in goal-directed creative activity. Creative
competence skills refer to the degree to which a person is able to carry out creative activity in
a partially automated manner, while understanding only the initial stages of the mental process.
Factors for the development of creative competence activity by primary school teachers
should be the basis of educational activity in each subject and each lesson. We believe that
creative competence activity covers all aspects of the teacher's and student's activities, and its
effective organization ensures the quality of the entire educational process. Familiarity with
scientific and technical information plays an important role in the development of creative
competence activity. It requires the formation of an important source of innovative ideas and
technologies along with the training of qualified primary school teachers. In this work, the
concept of creative competence was adopted as a process of activity aimed at creating a product
of creative competence as intellectual property based on the integration of students'
knowledge, skills and abilities with scientific and technical knowledge and educational-
scientific-developmental integration.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Speech of the President of the Republic of Uzbekistan at a meeting with teachers of the
system of public education and higher education. 2019.08.23.
2.
The text of the Address of the President of the Republic of Uzbekistan Shavkat Mirziyoyev
to the Oliy Majlis on January 24, 2020. http://uza.uz
3.
Drapeau Patty. Sparking student creativity (practical ways to promote innovative
thinking and problem solving). – Alexandria – Virginia, USA: ASCD, 2014. – p. 260
4.
Muminova, E., Honkeldiyeva, G., Kurpayanidi, K., Akhunova, S., & Hamdamova, S. (2020).
Features of introducing blockchain technology in digital economy developing conditions in
Uzbekistan. In
E3S Web of Conferences
(Vol. 159, p. 04023). EDP Sciences.
5.
Agababyan A. R., Arutyunyan N. D. K voprosu vzaimosvyazi creativityi s lichnostnymi
kharakteristikami // Ananevskie chteniya, 2007: Materialy nauchno-prakticheskoy
konferentsii. SPb., 2007. S. 598–599.
