Developing the creative activity of future primary school teachers through creative tasks in training sessions

Abstract

This article studies the problem of developing the creative activity of future primary school teachers through the use of creative tasks in training sessions from a scientific, theoretical and practical perspective. Since the professional activity of a primary school teacher in the modern education system requires a high level of creativity, creative thinking and an innovative approach, this issue is considered an urgent pedagogical problem.

The study analyzes the pedagogical and psychological content of the concepts of "creative activity" and "creative tasks" and substantiates their role in preparing future primary school teachers for professional activity. The types of creative tasks used in training sessions (problem situations, creative projects, role-playing games, interdisciplinary and free-thinking tasks) were identified and a methodology for their introduction into the educational process was developed.

In the research process, pedagogical observation, interview, questionnaire, analysis, and experimental testing methods were used. Experimental testing was conducted with the participation of future primary school teachers studying at a higher pedagogical educational institution. Students were divided into experimental and control groups, and training sessions in the experimental group were organized based on creative tasks. Students' creative activity was evaluated based on the criteria of independent thinking, a new approach, developing creative ideas, and finding solutions appropriate to pedagogical situations.

The results of the experimental testing showed that training sessions organized based on creative tasks are highly effective in developing the creative activity of future primary school teachers. In particular, it was found that students' activity in the lesson process increased, independent and creative thinking skills were formed, and unusual and creative approaches to pedagogical situations appeared. Compared with the control group, a significant increase in the level of creative activity was observed in the experimental group.

The conclusions and recommendations presented in the article serve to improve the methodology for developing the creative activity of future primary school teachers and are of practical importance in the effective organization of training sessions in higher pedagogical educational institutions. The results of the study can serve as a theoretical and methodological basis for future scientific research in this area.