Pedagogical Aspects Of Developing The Professional Pedagogical Creativity Of Prospective Visual Arts Teachers

Abstract

Professional pedagogical creativity is increasingly viewed as a core outcome of teacher education, especially in fields where artistic thinking and pedagogical decision-making intersect. This article examines the pedagogical aspects of developing the professional pedagogical creativity of prospective visual arts teachers and proposes an integrative framework that connects artistic creativity, pedagogical content knowledge, reflective practice, and culturally responsive instruction. The study is grounded in an analytical review of contemporary psychological and pedagogical literature on creativity, art education, and teacher learning, alongside a conceptual synthesis of international policy guidelines for arts education teacher preparation. The results are presented as a pedagogical model describing how creativity emerges in pre-service preparation through purposeful integration of studio practice and didactic design, guided experimentation in microteaching, mentored reflection, and assessment that values originality, meaning-making, and pedagogical effectiveness. The discussion highlights the risks of reducing creativity to isolated “techniques” and argues for an environment-centered approach in which creativity is cultivated as a stable professional disposition supported by institutional culture, formative feedback, and authentic artistic-pedagogical tasks. Practical implications include structuring coursework around inquiry in and through art, strengthening supervision and mentoring, and aligning evaluation with growth-oriented criteria. The article concludes that developing professional pedagogical creativity requires not only individual talent, but also a coherent pedagogical system that supports experimentation, interpretive thinking, and responsible cultural transmission within school art education.