Abstract
In a rapidly evolving educational landscape, it is increasingly important to understand how current and prospective primary school teachers conceptualize and develop their creative competence. This study investigates teachers' perceptions, classroom practices, and the pedagogical conditions that support the emergence of a creative and research-oriented mindset among novice educators. The research employed semi-structured interviews with primary school teachers from various schools, identifying four key themes: personal interpretations of creative competence, its practical manifestations, the internal and external factors that support creative potential, and the role of research activities as drivers of professional growth. Special attention is given to how mini-research projects, collaborative tasks, and structured reflection influence teachers' self-awareness, confidence, and professional autonomy. The findings suggest that integrating research practices into everyday teaching not only expands pedagogical creativity but also cultivates a sustainable creative-research identity. This identity becomes a personal resource for professional development, rather than merely an external institutional demand, thus addressing a significant gap in the preparation of future educators.