Creativity and risk-taking in teaching and learning settings: Insights from six international narratives

Creative Character Training (CCT): Dampaknya terhadap Karakter Kreatif Guru Pendidikan Anak Usia Dini

“…Pengambilan risiko yang kreatif adalah bukan tentang perilaku berbahaya atau berisiko, tetapi orientasi kepada hal baru dan belajar melalui kesalahan atau tantangan. Kajian yang berkembang telah berfokus pada faktor-faktor yang mendukung atau menghambat risiko kreatif dalam pengajaran dan pembelajaran (Henriksen et al, 2021). dan masa depan.…”

Primary School Teachers’ Attitude to the New Ukrainian School Reform

“…The scientists substantiate the value of narratives both for diagnosing phenomena and instructing teachers (J. Phillion and F.Connelly [13], Y. Pulvermacher and A. Lefstein [6], V. Bahramia, M. Hosseinia, and M. Reza Atai [12], D. Henriksen, M. Henderson, E. Creely, et al [10]). So, С. Craig emphasises the role of analysing metaphors in respondents' stories and claim that the whole narrative combines the content and speakers' attitude, contains resonance and worldview, "keeps unsaid things" [14].…”

“…In the conditions of reforming the education system, foreign scientists investigate the value phenomena of educators, choosing different study objects and purpose: determining the value of technological literacy in the digital era for teachers (K. Ching) [9], defining the attitude to the inclusive education (M. Mäkinen) [8], to the teaching profession and its change, depending on the age and experience (К. Dahl) [7], to using different methods during the blended learning of primary school teachers (E. Cavicchiolo, F. Aliverninia, S. Manganellia) [11], to teaching practice (Y. Pulvermacher, A. Lefstein) [6], to integrating mobile games into primary school children's learning (P. Bandara) [16], to implementing online courses during the Covid-19 pandemic (M. Malik, T. Mirza, W. Mirza) [17], to implementing "electronic" primary schools (W. Khan, M. Rahaman) [18], to their own critical risks, successes and failures (D. Henriksen, M. Henderson, E. Creely) [10], etc.…”

“…Instead, K. Dahl analyses "life-long stories"large texts that illustrate the dynamics of teachers' attitude to the profession [7]. Most scientists use questionnaires with a certain number of questions (М. Mäkinen [8], K. Ching [9], D. Henriksen, M. Henderson, E. Creely et al [10]). But there are also different approaches to compiling the narrative material: Е. Cavicchiolo, F Aliverninia, and S. Manganellia analyse teachers' diaries, extrapolating the key concepts, used in them [11].…”

The influence of the pedagogical technology for motivation development on the value self-determination of students with a high level of creative thinking

“…Many studies on creative thinking emphasize that creative individuals are more open to new experiences that open new opportunities and increase interest in knowledge, raising the significance of their own achievements, relationships with others, and interaction with nature and society. In this regard, a group of scientists from the United States, A.S. Ditta et al (2020), note that openness to information increases motivation to learn, and an international group of scientists from the USA, Australia, Portugal, Czech Republic, India, assert that creative people are more open to new experience, even despite the uncertainty of this experience (HENRIKSEN et al, 2021). The use of such opportunities for creativity allows developing new pedagogical technologies that raise interest in new knowledge and personal growth.…”