The Development of Creative Abilities of Future Primary School Teachers Through The Use of “Innovation” As A Research Object

: In the evolving landscape of education, equipping future primary school teachers with creativity and innovation has become a strategic priority for achieving long-term quality and relevance in pedagogical outcomes. Creativity is increasingly recognized as a vital competency in the professional formation of educators, while innovation serves as a mechanism for fostering pedagogical transformation. Despite this recognition, integration of innovation into teacher training remains insufficiently developed, particularly in primary education. Existing literature extensively discusses innovation in education, but lacks a targeted framework that systematically connects the concept of innovation with the development of creative abilities in future primary school teachers. This study aims to investigate how innovation, as both a concept and a practical tool, can enhance creative thinking in teacher education, and to analyze the theoretical foundations, mechanisms, and pedagogical strategies that facilitate this process. The analysis shows that an innovative educational environment, supported by creative methodologies, significantly contributes to the formation of diagnostic culture, methodological competence, and autonomous thinking in future teachers. Furthermore, innovation encourages active engagement, novel idea generation, and the rethinking of traditional instructional paradigms. The research introduces a conceptual framework linking creativity and innovation through a systematic, pedagogically grounded approach. It also distinguishes between innovation and simple novelty, offering refined criteria for their educational application. These findings underscore the need for integrating innovative approaches in teacher training curricula to enhance creative capacity, ensure future-ready educators, and promote dynamic, learner-centered instruction in primary education.