Creativity is now at days a valued quality in all its areas and most particulary in Education. However, there is still widespread ignorance of Creativity in the Formal Education's field and a lack of scientific research about Creativity and Education, particularly in teacher training. In this article, we will present a categorization of teachers in either promoters or hindering of Creativity, based on interview's data. The study was narrowed to the training of teachers in Biologic Sciences of the two Institutions with more students of the country. From an interpretive paradigm and with a qualitative design, semi-structured interviews to students and teachers were made and analyzed by "content". Results show that teachers that highly promote creativity tend to have a close relationship with the student, as well as affectionate, and they are also characterized by recognizing and accepting their own mistakes and limitations. On the other hand, creativity's highly hindering techers tend to be structured, distant, and believe to be all-wise. Additionally, creativity's promoting activities are only remarked by students with a close relationship with the professor. At the same time, an affectionate treatment from the student could lead to creativity's promoting activities by teachers who would normally fit in the hindering type. Considering the previous observation, we propose that affection between students and teachers consists of an essential component of a creative classroom's atmosphere, continuing and amplifying the systematic model of Csikszentmihalyi. Analogously to the conception that a creative product doesn't emerge from an isolated person, it seems appropriate to affirm that a creativity's promoting or hindering profile of a theacher also depends on the interaction with his environment.

Citación recomendada PIRIZ, Nazira (2017). «Cualidades creativas promovidas en la formación de docentes» En: InterCambios, Vol. 4, nº1. ResumenEn las últimas décadas, la creatividad ha tomado jerarquía en la educación a nivel mundial. Acorde Creative qualities promoted in teacher training 1 La finalización de la tesis doctoral que dio lugar a este trabajo se realizó con el apoyo del Ministerio de Educación y Cultura, mediante la adjudicación de una beca Carlos Quijano.

Creativity is a growing demand in today's world. Education for creativity takes hierarchy, as well as the search for ways to evaluate its promotion. This paper presents partial results of a research project aimed at the study of the promotion of creative qualities in science education. The CREA test was used as an instrument to evaluate the creativity of students. The results allow us to propose limitations of this test as a tool for a global measure of creativity. The conventional analysis could measure one of the creative qualities: fluidity. The assessment of other creative qualities could benefit from a modified analysis. Some modifications like test time, could improve the measure of flexibility and elaboration. The applicability of the CREA test may not be accompanied by quality to the extent of creative potential.

Uma das dificuldades no ensino de ciências reside no uso de várias línguas que os novatos devem aprender e usar. Alguns autores levantam a necessidade de uma “alfabetização visual” para a interpretação de “representações visuais”. Isso inclui fotografias, gráficos, diagramas de estrutura ou processo, sendo este último amplamente utilizado no ensino de ciências biológicas, uma área de conhecimento em que o ensino de níveis celulares e moleculares oferece complexidade particular. O ensino do conteúdo biofísico apresenta a dificuldade de integrar conteúdo e idiomas de várias ciências naturais, o que complica ainda mais o ensino da biologia celular e molecular. Este trabalho foi proposto como uma questão de pesquisa: quais oportunidades e obstáculos surgem, ao estudar a troca de solutos entre as células e seu ambiente, a partir da análise de representações visuais? Foi desenvolvido nos cursos de Biofísica da carreira da Faculdade de Ciências Biológicas, em duas instituições de formação de professores no Uruguai, entre 2016 e 2020. Os resultados permitem identificar conceitos “críticos” que reiteram dificuldades explicitadas em detalhes. Além disso, eles confirmam e expandem categorias nas quais as contribuições dos estudantes que interpretam diagramas freqüentemente usados no ensino de Biologia, bem como as participações no ensino, podem ser organizadas.

La formulación de preguntas constituye una estrategia valiosa para la comprensión. Este trabajo presenta experiencias desarrolladas en cursos de Biofísica y Fisiología humana de Profesorado en Ciencias biológicas, del Instituto de Profesores “Artigas” de Montevideo y de Profesorado Semipresencial del Consejo de Formación en Educación, entre 2013 y 2018. Las mismas se centran en la formulación de preguntas por estudiantes con el propósito de: favorecer estrategias de aprendizaje profundo; posicionarlos/las en su rol como orientadores de aprendizajes; y estimular la creatividad. El estudiantado se sorprende y valora positivamente la oportunidad que estas propuestas le brinda como instancia que ayuda a: reflexionar y repensar formas de enseñar; crear y cuestionar; aprender del error y de sus pares; guiar en el aprendizaje; despertar la curiosidad y el asombro; confiar en sí mismos y desarrollar autonomía.