Teachers' Conceptions of Creativity and Creative Students

Abstract

Teachers' conceptions of creativity and creative students were investigated. Questionnaires were administered to elementary school teachers to examine their attitudes, beliefs, and current classroom practices. Teachers were found to possess inaccurate concepts regarding what constitutes creativity and revealed conflicts with the classroom behaviors demonstrated by creative students. The paradox between teachers' reported support for creativity enrichment and virtual lack of related classroom practice is explored as a result of multiple misconceptions and contributing variables.

Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study

“…Creativity researchers have shown that teachers from both Western and Eastern cultures are convinced of the importance and role of creativity for the modern world (Aljughaiman & Mowrer-Reynolds, 2005;Westby & Dawson, 1995). In the majority of cases, they associate creativity with creative products (Aljughaiman & Mowrer-Reynolds, 2005), rather than the creative process or creative people (Lee & Seo, 2006;Levenson, 2015;Liu & Lin, 2014;Maksić & Pavlović, 2011;Newton & Beverton, 2012).…”

“…Numerous studies suggest that teachers identify creativity with its particular domains, especially with art (i.e., literature, music, visual arts and performing arts) (Aljughaiman & Mowrer-Reynolds, 2005;Kampylis, Berki, & Saariluoma, 2009;Newton & Beverton, 2012). Teachers' focus on artistic domains makes them mainly recognize only those actions and students' creations that are connected with artistic initiative, like drawing, painting, writing, playing musical instruments, dancing or acting.…”

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

“…Examination of the relationship between conceptions and practice showed that the teachers' beliefs, views, and preferences about mathematics and its teaching played a significant, albeit subtle, role in shaping their instructional behavior. To investigate teachers' conceptions of creativity and creative students, Aljughaiman and Mowrer-Reynolds (2005) …”

“…They assembled the ideas about mathematics and about its teaching mathematics. Concerning creativity in mathematics, there have been several studies (e.g., Aljughaiman & Mowrer-Reynolds, 2005;Bolden, Harris, & Newton, 2010;Silver, 1997). Bolden, Harris, and Newton (2010) analyzed pre-service primary teachers' conceptions of creativity in mathematics in the United Kingdom.…”

“…Beswick, 2004;Strauss, 1993), and teachers' beliefs about the nature of knowledge would impact their teaching plans and practices (Hofer & Pintrich, 1997;Lerman, 1990;Thompson, 1984). Studies on foundations and creativity in mathematics have been conducted in many countries (e.g., Aljughaiman & Mowrer-Reynolds, 2005;Andrews & Hatch, 1999;Fryer & Collings, 1991;Kampylis, Berki, & 401 Saariluoma, 2009;Wong (2007). In this study, I took the position that teachers' conceptions of mathematics would influence their teaching practices in the classroom.…”