BO‘LAJAK PEDAGOGLARDA KREATIVLIK SALOHIYATINI SHAKLLANTIRISH MUAMMOSINING ILMIY AMALIY O‘RGANILGANLIGI

KIRISH: mazkur maqolada bo‘lajak pedagoglarda kreativlik salohiyatini shakllantirish muammosining ilmiy-amaliy o‘rganilganlik darajasi tahlil qilinadi. Kreativlik tushunchasining psixologik va pedagogik talqinlari ochib berilib, xorijiy hamda mahalliy tadqiqotchilarning nazariy yondashuvlari qiyosiy jihatdan o‘rganiladi. Tadqiqot jarayonida kreativ salohiyatni rivojlantirishga doir yetakchi nazariy modellar tahlil qilinadi. Xususan, J. Renzulli tomonidan ilgari surilgan uch doirali model hamda R. Sternbergning kreativlik nazariyasi asosida bo‘lajak pedagog shaxsida ijodiy faollikni shakllantirish omillari asoslab beriladi. Tadqiqot natijalari shuni ko‘rsatadiki, kreativlik bo‘lajak pedagogning kasbiy kompetensiyasini belgilovchi muhim tarkibiy komponentlardan biri hisoblanadi. Uni rivojlantirish esa tizimli, integrativ va shaxsga yo‘naltirilgan pedagogik yondashuvni talab etadi. Shuningdek, kreativ muhit yaratish, divergent fikrlashni rag‘batlantirish va innovatsion pedagogik texnologiyalarni qo‘llash samarali natija berishi asoslab beriladi. Maqsad: bo‘lajak pedagoglarda kreativlik salohiyatini shakllantirish muammosini ilmiy-amaliy jihatdan tahlil qilish va samarali pedagogik yondashuvlarni aniqlash. Materiallar va metodlar: psixologik va pedagogik adabiyotlarni nazariy tahlil qilish, xorijiy va mahalliy yondashuvlarni qiyosiy o‘rganish, kreativlik modellarini interpretativ sintez qilish. Natijalar va muhokama: renzulli uch doirali modeli iste’dodning qobiliyat, kreativlik va vazifaga sadoqat o‘zaro ta’sirida shakllanishini ko‘rsatadi. Sternberg nazariyasi esa analitik, amaliy va ijodiy tafakkurni ta’kidlaydi. bu modellar pedagog tayyorlash jarayonida kreativlik salohiyatining divergent fikrlash, motivatsiya va innovatsion muhit orqali shakllanishini asoslaydi. Xulosa: kreativlik bo‘lajak pedagogning kasbiy kompetensiyasining muhim tarkibiy qismidir. uni rivojlantirish tizimli, integrativ va shaxsga yo‘naltirilgan yondashuvni, shuningdek, kreativ muhit va innovatsion texnologiyalarni talab etadi.

INTRODUCTION: the article analyzes the level of scientific and practical research on the problem of developing creative potential in future pedagogues. The psychological and pedagogical interpretations of the concept of creativity are examined, and the theoretical approaches of both foreign and national scholars are comparatively analyzed. The study focuses on leading theoretical models related to the development of creative potential. In particular, the factors influencing the formation of creative activity in the personality of future pedagogues are substantiated on the basis of J. Renzulli’s Three-Ring Model and R. Sternberg’s theory of creativity. The results of the research indicate that creativity is one of the key components determining the professional competence of future pedagogues. Its effective development requires a systematic, integrative, and learner-centered pedagogical approach. Furthermore, the study emphasizes that creating a creative educational environment, encouraging divergent thinking, and applying innovative pedagogical technologies significantly contribute to the development of creative potential. Aim: to analyze the scientific and practical study of creativity potential in future teachers and to identify effective pedagogical approaches for its development. Materials and Methods: theoretical analysis of psychological and pedagogical literature, comparative study of foreign and local approaches, and interpretative synthesis of creativity models. Results and Discussion: findings show that Renzulli’s three-ring model highlights giftedness as the interaction of ability, creativity, and task commitment, while Sternberg’s theory emphasizes analytical, practical, and creative thinking. applied to teacher training, these models demonstrate that creativity potential is shaped by divergent thinking, motivation, and innovative pedagogical environments. Conclusion: creativity is a decisive component of professional competence in future teachers. its development requires systematic, integrative, and learner-centered approaches, supported by creative environments and innovative technologies.