What is a Creative Teacher and What is a Creative Pupil? Perceptions of Teachers

Morais, María de Fátima; Azevedo, Ivete

doi:10.1016/j.sbspro.2011.02.042

Cited by 56 publications

(53 citation statements)

References 19 publications

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“…The findings revealed that PEds hold contradictory perceptions concerning the opportunities that the school environment offers for the manifestation of creativity. These findings are in line with those of Morais and Azevedo's (2011) PEds' perceptions of the relationship of creativity with prior knowledge were examined with the above items. PEds seemed to hold contradictory perceptions about the role that prior knowledge plays in students' creativity.…”

Section: Itemsupporting

confidence: 81%

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

Konstantinidou

Gregoriadis

Grammatikopoulos

et al. 2013

Early Child Development and Care

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From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in classroom settings. Till today, no research recorded physical educators' (PEds) perceptions about creativity-(PAC) related issues, although many EU member states promote creativity in their primary curricula. The PAC questionnaire was developed to explore PEds' perceptions on: (a) the characteristics of creative students, (b) students' creative outcomes, (c) the nature of creativity and (d) the creativity fostering and inhibiting classroom environment. The present paper discusses the findings from the two latter aspects. Although PEds seemed to lean towards the democratic approach of creativity, many of them held contradicting views. Also, they appeared undecided, unaware and inconsistent with regard to creativity fostering classroom environment issues.

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Section: Itemsupporting

confidence: 81%

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

Konstantinidou

Gregoriadis

Grammatikopoulos

et al. 2013

Early Child Development and Care

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show abstract

“…These differences may be the results of misconceptions that teachers had with regard to the concept of creativity that could be due to the inappropriate education they received. This result is also in line with what Morais & Azevedo (2011) found. Accordingly, a well-designed EFL teachers' education program seems necessary to train more creative teachers.…”

Section: Discussionsupporting

confidence: 94%

“…The results of the study showed that English teachers' behaviour provided positive contributions on students' creative thinking abilities. Morais and Azevedo (2011) studied the concept of creative teacher and pupil from the teachers' viewpoint. Their study revealed that teachers' perceptions about the creative pupil and teacher were not very distant from concepts defined by explicit theories.…”

mentioning

confidence: 99%

How Creative Are Iranian EFL Teachers?

Khany

Boghayeri

2014

AJTE

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“…Sehingga jika ingin menghasilkan mahasiswa kreatif, dosen harus kreatif terlebih dahulu dalam merancang dan melaksanakan pembelajaran. Hal ini senada dengan pendapat Morais & Azevedo (2011), pengajar yang baik harus kreatif sehingga bisa menjadi contoh bagi peserta didiknya untuk berkreasi lebih jauh. Selain kreativitas sesuatu yang bisa dicontohkan, kreativitas pengajar juga merupakan salah satu kebiasaan berpikir kreatif pengajar yang terbaik dan selalu berkembang, dan berkembang (Henriksen, 2016).…”

Section: Pembahasanunclassified

Pengembangan Model Blended Learning Berbasis Proyek Untuk Menunjang Kreatifitas Mahasiswa Merancang Pembelajaran Matematika Sekolah Dasar

Wahyudi

Anugraheni

Winanto

2018

JIPM

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AbstrakTujuan penelitian ini adalah mengembangkan model Blended learning berbasis proyek untuk menunjang kreativitas mahasiswa dalam merancang pembelajaran matematika di Sekolah Dasar. Metode penelitian dengan R&D dengan model pengembangan ASSURE dengan 6 tahapan yaitu 1) analyze learners, 2) state objectives, 3) select method, media, and materials, 4) utilize media and materials, 5) require learner participation, 6) evaluated and revise. Kevalidan produk diuji dengan uji pakar, instrumen lembar validasi pakar. Kepraktisan produk diuji dengan uji coba terbatas oleh dosen sejawat dan mahasiswa dengan instrumen angket dan wawancara. Keefektifan produk dilihat dari uji coba satu kelas dengan one group pretest-posttest design dan hasilnya dianalisis menggunakan uji Paired-Samples T Test. Hasil penelitian ini berupa model blended learning berbasis proyek untuk menunjang kreativitas mahasiswa dalam merancang rencana pembelajaran matematika di Sekolah Dasar. Model pembelajaran terbukti valid dan praktis berdasarkan uji pakar pembelajaran (tatap muka dan online), pakar materi/bahan ajar dan media pembelajaran dan uji coba dalam kelompok kecil oleh teman sejawat dan mahasiswa. Model pembelajaran juga terbukti efektif berdasarkan uji PairedSamples T Test hasil pretest dan posttest mahasiswa.Kata Kunci : Blended Learning Berbasis Proyek; Kreativitas Mahasiswa; Rancangan Pembelajaran Matematika SD Development of Project-Based Blended Learning Model to Support Student Creativity in Designing Mathematics Learning in Elementary SchoolAbstract This research aims to develop a project-based blended learning model to support student creativity in designing mathematics learning in elementary school. The method used in this research was R&D with ASSURE development model consisting of six stages: 1) analyze learners, 2) state objectives, 3) select method, media, and materials, 4) utilize media and materials, 5) require learner participation, 6) evaluated and revise. Product validation was done through an expert's assessment by using the expert's validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretestposttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Project-Based Blended Learning model to support students' creativity in designing mathematics learning plan in elementary school. The validity and practical of the learning model was proven by the result of the expert assessment in learning (face-to-face and online) and limited test by peers and students in small group, material and instructional media. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students' pretest and posttest.

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What is a Creative Teacher and What is a Creative Pupil? Perceptions of Teachers

Cited by 56 publications

References 19 publications

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

How Creative Are Iranian EFL Teachers?

Pengembangan Model Blended Learning Berbasis Proyek Untuk Menunjang Kreatifitas Mahasiswa Merancang Pembelajaran Matematika Sekolah Dasar

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