Keywords
How to Cite
Abstract
In the context of global educational reforms, future teachers need not only subject knowledge but also creative thinking, improvisation, design, and reflection. A general “creative approach” is insufficient; concrete creative technologies are required.
References
1. Vygotsky L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
2. Guilford J.P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill.
3. Torrance E.P. (1974). Torrance Tests of Creative Thinking: Norms-Technical Manual. Lexington, MA: Ginn Press.
4. Dewey J. (1938). Experience and Education. New York: Macmillan.
5. Schön D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
6. Maslow A.H. (1968). Toward a Psychology of Being. New York: Van Nostrand.
7. Kolesnikova I.A. (2008). Pedagogical Design: A Textbook. Moscow: Akademia. (in Russian)
8. Muslimov N.A. (2016). Formation of Professional Competence of Future Teachers. Tashkent: Fan va texnologiya. (in Uzbek)
9. Inoyatov U.I. (2017). Pedagogical Technologies and Design. Tashkent: TDPU. (in Uzbek)
10. Tadjibayev E.E. (2024). Pedagogical interpretation of the concept of creative technologies. Scientific Bulletin of Fergana State University, No. 4, pp. 67‑71. (in Uzbek)
This work is licensed under a Creative Commons Attribution 4.0 International License.