The Effect of Creativity Model for Creativity Development in Teachers

Abstract

Abstract-This paper addresses creativity as an educational approach, reviews the related theories and patterns of creative learning, and deals with teaching creativity to teachers generally, and Iranian teachers specifically. This idea has been proposed and studied by the researcher. The main focus of this program is the pattern of creativity development, in which five basic aspects of teacher performance have been dealt with: contextual-social, affective-cognitive, mental, educational, and physical aspects.A part of this study deals with the effect of the program and the pattern of creativity development on teachers' skills. Data analysis by T-test for this quasi-experimental research indicated the positive effect of the program and led to the confirmation of the research hypothesis. Feedback from the teachers regarding their change of performance in the classroom, in spite of the passing of several years, indicates that they made positive use the pattern. All the teachers participating in the course stated that attending the course helped them to move away from teacher-centered toward learner-centered classes, which has made their students very enthusiastic.

The Role of Creativity in the Process of Competitive Teacher Training Subject to Russian Professional Standard Requirements

“…Within the framework of theoretical section teachers were familiarized with the notion of creativity, its basic characteristics, and its development methods. Practical section included using acquired knowledge by teachers at their classes (Afzal Sadat Hosseini, 2014).…”

“…Despite similarity between the programs mentioned above the program of creativity formation as a competitiveness determinant in would be teachers described in the article has a number of significant distinctions. The program allows to develop a set of a teacher's personal qualities being the elements of both his or her creativity and competitiveness, while the primary goal of Afzal Sadat Hosseini (Afzal Sadat Hosseini, 2014), Sakipzhamal Uzakbaeva, B. Baimukhanbetov, K. Berkimbaev, B. Mukhamedzhanov, R. Pralieva (Uzakbaeva et al, 2013, T.G. Kiselyova, M.L.…”

Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers

“…Abdulla and Cramond (2017), in a review of over 40 assessments used in creativity research, determined that teachers who are familiar with definitions, views of, and measurement of creativity are better able to recognize and foster creativity in their students, with which Beghetto and Kaufman (2010) concur. Hosseini (2014) observed that creative teachers emphasized interpersonal relationships in a more student-centered classroom environment.…”

Stimulasi Perkembangan Kreativitas Mahasiswa PG PAUD Melalui Pembelajaran Sains Berbasis Proyek Pengembangan Media

“…Berpikir kreatif digambarkan sebagai pemikiran yang berbeda dan kemampuan untuk menghasilkan berbagai pendekatan untuk masalah tertentu, yang mengarah pada kesimpulan dan hasil yang tidak terduga (Gretsov, 2008). Menurut Hosseini (2014) (Kolko, 2010). Berpikir desain berfungsi sebagai alat kreatif dan reflektif untuk mendekati pengajaran baik sebagai seniman dan perancang pemikiran di kelas, untuk kolaborasi, dan sebagai model untuk merancang pengalaman belajar (Vanada, 2015 (Fatmawati, 2011).…”