DEVELOPING CREATIVITY COMPETENCE IN PROSPECTIVE PRIMARY SCHOOL TEACHERS: CONTENT, COMPONENTS, AND EDUCATIONAL CONDITIONS
Abstract
This article presents a design-based framework to cultivate creativity competence (CC) in prospective primary teachers. CC is articulated through motivational, cognitive, action-oriented, and reflective components, translated into indicators, tasks, and assessment rubrics. We integrate creative problem solving, project-/problem-based learning, developmentally appropriate practice, teacher–student relationships, school library workshops, and the EU’s key competences perspective. The model aligns with 4C creativity theory and draws on TTCT-linked criteria (fluency, flexibility, originality, elaboration). We provide ready-to-deploy materials (a 4×4 CC rubric, a four-week CPS/PBL module, PLC routines, monitoring tools). Evidence on teacher impact and relationships is considered in light of meta-analytic syntheses.
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Copyright (c) 2025 Ugiloy Toshpulatova
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