The study aim is to assess the results of implementing the 5E model in pedagogical methodology in teaching science teachers in order to form a creative educator. The study used a mixed model combining quantitative and qualitative methods. The sample is represented by senior students enrolled in science teacher specialization (n=50). The participants formed two subgroups: experimental and control. The results are confirmed by the coefficient of reliability of the adapted test for scientific creativity components and scientific creativity test. Quantitative questions about scientific creativity have a normal distribution for the control and experimental groups. A training seminar program for the experimental group was developed. 5E Model based on scientific discussion and research was implemented. The results of testing scientific creativity in terms of fluency, flexibility, and uniqueness were higher in the experimental group. In the responses to the post-test, the growth rates were from 10 to 60%, from 30 to 90%, and from 20 to 130%, respectively. The experimental group students received higher marks on the final creative project-lesson than the control group students. The work can be relevant for teachers and administrations of higher educational institutions, school management, and researchers interested in the development of teachers' scientific creativity.

该研究的目的是评估在教学科学教师的教学方法中实施 5E 模型的结果，以形成一个创造性的教育者。该研究使用了定量和定性方法相结合的混合模型。样本由参加科学教师专业化的高年级学生 (n=50) 代表。参与者形成了两个亚组：实验组和对照组。结果由科学创造力成分适应性测试和科学创造力测试的信度系数证实。关于科学创造力的定量问题在对照组和实验组中呈正态分布。为实验组制定了培训研讨会计划。实施了基于科学讨论和研究的5E模型。在流畅性、灵活性和独特性方面测试科学创造力的结果在实验组中较高。在对后测的反应中，增长率分别为 10% 至 60%、30% 至 90% 和 20% 至 130%。实验组学生在最后的创意项目课上比对照组学生获得更高的分数。这项工作可能与高等教育机构的教师和管理人员、学校管理人员以及对教师科学创造力发展感兴趣的研究人员相关。实验组学生在最后的创意项目课上比对照组学生获得更高的分数。这项工作可能与高等教育机构的教师和管理人员、学校管理人员以及对教师科学创造力发展感兴趣的研究人员相关。实验组学生在最后的创意项目课上比对照组学生获得更高的分数。这项工作可能与高等教育机构的教师和管理人员、学校管理人员以及对教师科学创造力发展感兴趣的研究人员相关。