PEDAGOGICAL ASPECTS OF DEVELOPING PROFESSIONAL CREATIVITY IN FUTURE TEACHERS BASED ON COGNITIVE APPROACH
ABSTRACT
This article analyzes the issues of guiding future teachers to acquire cognitive activity experience, developing their pedagogical thinking and professional creativity, and preparing them to design cognitive education and upbringing processes.
Keywords: cognitive pedagogy, future teacher, pedagogical education, professional creativity, education, upbringing, design, knowledge, method, cognitive-pedagogical activity.
The development of professional creativity in future teachers is directly related to the human cognitive process. The cognitive process reflects the systematic manifestation of mental processes. These are expressed in the future teacher’s perception of professional knowledge, retention in memory, recollection, processing, and interpretation. Methods and techniques that activate these processes in education began to be systematically studied by specialists by the end of the last century.
The formation of professional creativity in future teachers, the use of productive methods and technologies in this process, and ensuring creativity among future teachers have been studied in the works of R.G. Safarova, Kh.I. Ibraimov, B. Adizov, N. Muslimov, B.S. Abdullaeva, O. Tolipov, Sh. Sharipov, B. Mamurov, G. Ibragimova, and G. Nafasov. The technological stage is of great importance in helping future teachers acquire skills to design cognitive education and upbringing processes. At this stage, future teachers must master the principles of student development when designing all stages of the educational process.
It is crucial that future teachers acquire the ability to anticipate pedagogical tools, technologies used, and guaranteed educational outcomes. They should understand the principle of integrating their personal experiences into the content of education and training while designing cognitive education processes. Additionally, they must gain experience in collaborating with their future students through dialogue. The effectiveness of the cognitive education process depends on how accurately the teacher can design and organize it purposefully. For this, future teachers must also master the skill of using varied forms of work. These skills manifest clearly when future teachers select and design educational materials effectively.
Future teachers must also master the skills of monitoring the educational and cognitive activities of their students. Only then can they accurately design assessment materials and scenarios, which enables the efficient organization of the educational process. To equip future teachers with advanced pedagogical technologies, the following steps should be observed:
Analyze the lessons and professional outcomes of subject teachers during pedagogical practice to study their professional skills through mentorship.
Teach future teachers to identify and address potential challenges in cognitive pedagogical creativity and organization during their future professional activity.
Ensure future teachers can analyze and control their professional activities, relying on knowledge about designing and organizing the education process.
Enable future teachers to effectively select educational tools and use them in designing education and upbringing processes.
Allow future teachers to determine ways to improve their pedagogical creativity and organization based on concrete scientific and practical evidence.
To prepare future teachers for designing the education and upbringing process, they must initially:
Conduct regular consultations and discussions with mentor teachers during pedagogical practice.
Attend and analyze lessons of experienced teachers in detail.
Seek guidance from experienced teachers to organize the educational process effectively.
Participate in discussions, seminars, conferences, and training sessions on designing and organizing education and upbringing processes.
The practical training of future teachers in designing educational processes should be regularly analyzed by professors and instructors, highlighting achievements and shortcomings and recommending ways to address them. Future teachers should understand:
The individual characteristics of students in a particular class and the enhanced requirements during lessons.
How the teacher’s behavior in the educational process contributes to the personal development of students.
The structural components of the cognitive education process and what drives it.
The achievements and shortcomings of a specific teacher in organizing education.
To ensure effective design of the education process, the following measures are recommended:
Enrich the content of lesson topics and educational materials, aligning them with students’ personal development.
Create a supportive environment for students’ success and assist them in mastering the material.
Consistently support students’ interests and aspirations.
Future teachers should be able to select and design educational materials in harmony with students’ personal experiences and knowledge. Designing the educational process aligned with learning objectives is essential for its effectiveness. For this:
Educational materials should reflect students’ achievements, creative analysis, potential, experiences, and cognitive development.
Ensure the balance between the educational objectives and students’ abilities to master the material.
In designing educational situations within the cognitive education process, future teachers should consider creative thinking, communication engagement, and activity-oriented approaches, as these require mastery of professional knowledge. They must prioritize students’ personal development, facilitating interaction and dialogue between teacher and students, as well as among peers. The focus is on achieving outcomes important for students’ personal growth. Future teachers should gain experience in developing lesson plans that direct the learning process toward student-centered goals, ensuring lesson effectiveness through appropriate tasks and methods.
Collaboration among professional teachers, sharing and creatively utilizing each other’s experiences, is essential for ensuring the effectiveness of the education process. Future teachers should learn from experienced teachers during pedagogical practice. In addition to studying the conceptual foundations of cognitive education, they should understand methods for continuous educational activity, develop independent organizational skills, and recognize the significance of classroom situations in personal development.
All these requirements for future teachers must be reflected in the curriculum and textbooks designed for higher pedagogical education.
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