The Potential Of Reflective Pedagogy For Developing Creative Skills In Future Teachers
Keywords:
Reflection, metacognition, creativity, creative competenceAbstract
The article provides a scholarly analysis of the theoretical and methodological relationship between reflection, metacognition, and creativity. Drawing on the conceptual approaches of J. Dewey, D. Schön, J. Mezirow, J. Flavell, J. Piaget, L. S. Vygotsky, D. Kolb, B. Bloom, A. N. Leontiev, and I. Kant, the author substantiates the role of reflection and metacognition as internal mechanisms underlying the formation of creative competence. It is demonstrated that a future teacher's systematic reconsideration of their own pedagogical decisions harmoniously develops the cognitive (divergent thinking, problem reframing), operational (improvisation, adaptability), and personal-motivational (autonomy, creative self-efficacy) components of creative competence. The findings of the article serve as a theoretical foundation for a comparative-didactic adaptation methodology.
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