THEORETICAL FOUNDATIONS AND PEDAGOGICAL FACTORS OF DEVELOPING CREATIVE THINKING IN FUTURE TEACHERS

Abstract

This article examines the theoretical foundations of developing creative thinking among future teachers and analyzes the pedagogical factors influencing this process. Particular attention is given to the concepts of creative thinking, creativity, divergent thinking, and creative competence as interpreted in contemporary psychological and pedagogical research. The study reviews the scientific contributions of Guilford, Torrance, Sternberg, Ponomaryov, Shcherbakova, Shumovskaya, and other scholars concerning the development of creativity in educational settings. The findings indicate that creative thinking is a multifaceted cognitive process that can be systematically developed through appropriate pedagogical conditions, problem-based learning, reflective activities, and innovative teaching approaches. The study emphasizes the role of teachers in creating an educational environment that fosters independent thinking, creativity, and professional growth among future educators