BOSHLANG‘ICH SINF O‘QITUVCHILARIDA KREATIV PEDAGOGIK FIKRLASHNI RIVOJLANTIRISH: NAZARIY, METODIK VA DIAGNOSTIK TAHLIL

Abstract

The article examines the development of creative pedagogical thinking in primary school teachers in relation to the quality of education, teachers’ professional agency, and the support of pupils’ cognitive activity. The purpose of the study is to substantiate the creativity of a primary school teacher not as a general personal ability or an external manifestation of methodological originality, but as a quality of professional thinking that enables the variable analysis of pedagogical situations, the design of methodologically grounded solutions, consideration of pupils’ age-related and individual characteristics, and reflective evaluation of pedagogical results. The study applies theoretical analysis, comparative review of scientific literature, conceptual generalization, and criterion-indicator modelling. As a result, the cognitive, motivational, methodological, and reflective components of creative pedagogical thinking are specified; criteria for its assessment are proposed, including pedagogical problem analysis, methodological variability, didactic originality, and reflective evaluation. The article argues that the creativity of a primary school teacher is not decorative methodological novelty, but the ability to make evidence-based pedagogical decisions aimed at pupils’ development.