ВОЗМОЖНОСТИ СРАВНИТЕЛЬНОГО ПЕДАГОГИЧЕСКОГО ОПЫТА В РАЗВИТИИ ТВОРЧЕСКИХ НАВЫКОВ БУДУЩИХ ПЕДАГОГОВ
Ключевые слова:
творческое мышление, педагогическое образование, компаративистский подход, будущий учитель, феноменологически ориентированное обучение, jugyō kenkyū (исследование урока), концепция Bildung, интеграция STEAM, институциональная адаптация, дидактическая трансформация.Аннотация
This article analyzes international pedagogical practices aimed at developing
creative thinking among prospective teachers in Finland, Singapore, Japan, Germany, and
the United States through a comparative approach. Rather than describing each country's
experience separately, the study compares these practices using a unified set of analytical
parameters: objectives, content, methods, the teacher's role, student activities,
assessment, and outcome criteria. The analysis reveals that these practices can be
positioned along two contrasting poles: a model of purposeful creativity development that
maintains institutional control (Singapore and, to some extent, Japan) and a natural-
organic development model based on a high degree of autonomy (Finland, Germany, and
the United States). Taking into account the institutional and cultural characteristics of
higher teacher education in Uzbekistan, the applicability of international practices is
classified into three categories: fully compatible, partially compatible, and requiring
adaptation through transformation. The study concludes that an integrative and adapted
approach combining the institutional coordination mechanism of the Singaporean model,
Japan's principle of collaborative improvement, and selected elements of autonomy from
Western models represents the most methodologically appropriate solution for the
educational context of Uzbekistan.
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