THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
39
THE MODEL FOR DEVELOPING CREATIVE AND CRITICAL
THINKING IN FUTURE PRIMARY SCHOOL TEACHERS.
Mukhlisa Jumayeva
PhD student of Tashkent State Pedagogical University
E- mail:jumayevamuxlisa40@gmail.com
Phone: (90) 761 37 37
https://doi.org/10.5281/zenodo.14836453
Annotatsiya
Ushbu maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilarining kreativ va
tanqidiy fikrlashini rivojlantirish uchun tavsiya etilgan model taqdim etiladi.
Modelning asosiy maqsadi o‘qituvchilarda mustaqil fikrlash, innovatsion
g‘oyalarni yaratish va pedagogik vaziyatlarda tanqidiy yondoshuvlarni
shakllantirishdir. Modellar pedagogik jarayonda o‘qituvchilarga kreativ va
tanqidiy fikrlashni birgalikda rivojlantirishga imkon beradigan metodlarni
taqdim etadi. Kreativ va tanqidiy fikrlash o‘qituvchilarning o‘quvchilarga ta’lim
berish usullarini takomillashtirishga yordam beradi. Model o‘qituvchilarga ilg‘or
pedagogik metodlarni qo‘llash imkoniyatini yaratadi.
Tayanch tushunchalar:
Kreativ fikrlash, tanqidiy fikrlash, pedagogik
model, innovatsion ta’lim, kasbiy malaka, o‘qituvchilarning shaxsiy rivojlanishi,
pedagogik metodlar.
Аннотация
В данной статье представлен модель развития креативного и
критического мышления у будущих учителей начальных классов.
Основная цель модели – развитие у учителей независимого мышления,
создание инновационных идей и формирование критического подхода к
педагогическим ситуациям. Модели предлагают методы, которые
позволяют одновременно развивать креативное и критическое мышление
в педагогическом процессе. Креативное и критическое мышление
помогает учителям совершенствовать методы преподавания и повышать
их эффективность. Модель создает условия для применения передовых
педагогических методов в образовательной практике.
Ключевые понятия:
Креативное мышление, критическое мышление,
педагогическая модель, инновационное образование, профессиональная
квалификация, личностное развитие учителей, педагогические методы.
Annotation
This article presents a model for developing creative and critical thinking
in future primary school teachers. The main goal of the model is to foster
independent thinking, generate innovative ideas, and develop critical
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
40
approaches to pedagogical situations. The model provides methods that allow
for the simultaneous development of both creative and critical thinking in the
educational process. Creative and critical thinking helps teachers improve their
teaching methods and enhance their effectiveness. The model creates
opportunities for applying advanced pedagogical methods in teaching.
Key words:
Creative thinking, critical thinking, pedagogical model,
innovative
education,
professional
qualification,
teachers'
personal
development, pedagogical methods.
Reforms in higher pedagogical education and its modernization require
professors to demonstrate initiative, a creative approach, and the ability to
foster independent thinking in future primary school teachers during the
teaching process. In higher pedagogical education, the lesson is the primary field
for pedagogical creativity. The teacher's main pedagogical need—teaching and
delivering content— is carried out precisely in the lesson process. Therefore, the
lesson demands an innovative approach and a new attitude towards organizing
the higher pedagogical education process. In the process of standardized
lessons, an important task for the teacher is to engage future primary school
teachers in acquiring advanced modern knowledge and to move them forward
towards innovative education.
This, in turn, involves engaging both the teacher and future primary school
teachers in collaborative work. For this, it is necessary to avoid forcing future
primary school teachers in the teaching process. One of the characteristics of
pedagogical collaboration is to eliminate fear in the future primary school
teacher during the lesson, ensuring their freer and more confident participation,
convincing them of their own abilities, and viewing them as individuals capable
of serious and creative work.
The breadth (wide and narrow) and depth of thinking are related to the
continuity of theory and practice. Practice is the criterion for the correctness of
judgment. Independence of thinking involves the ability to apply general
experience, having personal opinions, and reflecting on experience.
Creative and critical thinking is based on the ability to express one’s own
thoughts on a given issue or problem, creatively and critically reinterpret the
thoughts of others, and justify and maintain one’s own point of view. To clarify
this concept further, thinking is a process similar to reading, writing, speaking,
and listening. It is an active, coordinating process that encompasses thoughts
about some truth.
The importance of creative and critical thinking is as follows (Figure 1):
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
41
Figure 1. The Importance of Creative and Critical Thinking.
The foundation of creative and critical (analytical) thinking in the educational
process:
1.
It fosters mutual respect between the teacher (pedagogue) and the
student, as well as between the student and the future primary school teacher.
2.
The student-future primary school teacher’s personal experience is
utilized during the lesson process.
3.
Specific educational content is used in accordance with and in a clear
manner that aligns with the future primary school teacher’s requirements.
4.
Educational materials are used in solving problems.
5.
Various ideas and perspectives are integrated.
6.
Initial conditions are accepted and tested.
7.
The education process is carried out through the relationships between
the teacher (pedagogue) and the student-future primary school teachers, or
between the student-future primary school teachers themselves.
8.
Conditions are created for the independent learning of student-future
primary school teachers, and methods are selected according to their level of
preparedness.
In the dissertation, the model for developing the creative and critical thinking of
future primary school teachers has been improved by ensuring the
proportionality of the integration of frontal and individual tasks in professional
activity to stable quality indicators.
Helps to understand the
complex and changing nature of
life.
Encourages open-mindedness
within the team.
Implies the reciprocity of
communication, understanding,
and respect.
Creates conditions for an
individual's development, and
so on.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
42
This model for developing the creative and critical thinking of future primary
school teachers has been improved by determining the proportional
relationship between the dynamic quality indicators aimed at ensuring the
stability of the integration of frontal and individual tasks in professional activity
and adapting it to the possibilities of didactic influence.
Frontal (collective) task – the goal is set for all learners to perform the same
task.
Individual task (solo) – the task is performed individually by each learner,
allowing for the simultaneous assessment of each future primary school
teacher's readiness to learn, and it is characterized by the individual
performance of the task.
In the classroom, reinforcement of acquired knowledge, skills, and
competencies, expanding and deepening the educational material developed in
the classroom, forming skills for independent completion of exercises,
developing independent thinking based on performing individual tasks within
the scope of the program material, collecting and preparing educational
resources such as individual observations, newspaper and journal clips,
statistical data, etc., can be accomplished.
Ensuring the proportionality of the integration of frontal and individual
pedagogical tasks to stable quality indicators (proportional – if one of the
quantities increases or decreases, the other also changes accordingly;
proportional, harmonious) should be noted that integration means combining
the goals and factors of teaching into a cohesive whole. Integration — from the
Latin "integer" — wholeness, "integerara" – to complete, create, restore
wholeness. Ensuring the coherence of the content in education is also a field of
focus for integration.
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PEDAGOGICAL SCIENCES
International scientific-online conference
43
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