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Abstract
This article examines the theoretical and practical aspects of developing creative thinking competencies of future primary education teachers through innovative technological tasks. The study identifies the content and structural components of creative thinking competence and substantiates pedagogical mechanisms that ensure its effective development. The didactic potential of innovative technological tasks is revealed as a means of enhancing independent thinking, problem-solving skills, and the ability to apply non-standard approaches in professional activity. The research findings contribute to improving the professional training of future primary education teachers and serve as a basis for developing methodological recommendations aimed at fostering creativity in teacher education.
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