The role of a teacher in the formation of creative thinking in adolescents

the article is devoted to the development of creative thinking in adolescents. It provides definitions of creative thinking based on the works of D.B. Bogoyavlenskaya, D.B. Sternberg, E.P. Torrance, and J.P. Guilford. D. Wechsler, G. Eysenck, R. Sternberg, and F. Barron see a correlation between intelligence and creativity. The article also describes the criteria for creativity as a property of intelligence based on the work of M.A. Kholodnaya. The article discusses the features of the adolescent crisis according to L.S. Vygotsky, D.I. Feldstein, and L.M. Petrova. It also examines the positions of N.A. Tyurmina, V.N. Khazratova, and E.L. Yakovleva on the sensitivity of the adolescent period for the development of creativity and the internal and external conditions necessary for this. The article emphasizes the importance of the teacher in the development of creativity, who should discourage limiting thoughts and create a trusting and stimulating educational environment that is free from strict control and criticism. The author also lists the methods used by teachers in the classroom to unlock students' creativity, such as brainstorming, synectics, reframing, and more. This article can be useful for middle school teachers who want to develop their students' creative thinking and unlock their potential by creating a supportive environment and overcoming barriers of criticism and self-doubt.

creative thinking, creative thinking, ability, the role of a teacher, adolescence