DEVELOPING CREATIVE THINKING AND PEDAGOGICAL INDEPENDENCE IN PROSPECTIVE TEACHERS

This article analyzes the theoretical and pedagogical foundations of developing creative thinking and pedagogical independence among prospective teachers. The study examines the relationship between creativity, teacher autonomy, self-efficacy, metacognition, and reflective practice. Based on the analysis, scientific and practical recommendations along with a 5-stage conceptual model have been developed to enhance prospective teachers' professional agency, modernize the learning process, and foster an innovative pedagogical environment in teacher education institutions.