THE SCIENTIFIC AND THEORETICAL FOUNDATIONS FOR THE FORMATION OF CRITICAL THINKING IN TEACHERS

Abstract

In the context of global educational reforms and the increasing demand for high-quality teaching, the development of creative and critical thinking skills has become a crucial objective in teacher education programs. This paper examines the theoretical and methodological foundations for cultivating creative and critical thinking competencies among pre-service primary school teachers. It argues that these skills are not only essential for personal intellectual growth but are also vital for fostering active, learner-centered pedagogical practices in future classrooms. The study explores various theoretical frameworks, including constructivist learning theory, Bloom’s taxonomy, and 21st-century skills paradigms, which support the integration of creative and critical thinking into teacher training curricula. From a methodological perspective, the paper analyzes effective instructional strategies such as problem-based learning, inquiry-based approaches, reflective teaching, and digital pedagogical tools that can enhance student engagement and cognitive development.