ASSESSING CREATIVE THINKING COMPETENCIES OF PRE-SERVICE TEACHERS VIA PROJECT-BASED LEARNING MODELS

This study examines the impact of project-based learning (pbl) models on assessing and enhancing the creative thinking competencies of pre-service teachers. recognizing creativity as a crucial skill for educators in the 21st century, the research addresses the gap in teacher education programs regarding effective methods for fostering and evaluating creative abilities. a mixed-methods research design was implemented, involving 150 pre-service teachers from various universities who participated in a pbl intervention over one academic semester. data were collected using standardized creative thinking assessments, observational checklists, and reflective journals. quantitative results indicated a significant improvement in creative thinking scores post-intervention, while qualitative findings revealed increased engagement and innovative problem-solving skills among participants. the study concludes that integrating pbl models into teacher education curricula can effectively enhance creative competencies, preparing future educators to foster creativity in their own classrooms. these findings have important implications for curriculum developers and policymakers aiming to modernize teacher training programs.