Researchers have long known that different people have different creative styles e.g. Kirton (1976). Creative style is a qualitative construct that looks at the different ways in which different people express their creativity. Kirton (1976) proposed an adaptation-innovation continuum, in which individuals who are located on one end of this continuum are adaptive, while those who are on the other end are innovative. The adaptation-innovation continuum is assumed to be a dimension of creative style, that is, stable within time and across situations and has links to certain personality traits (Kirton, 1999). Both innovators and adaptors are equally creative, the only difference being how they express their creativity. Adaptors operate within a framework of systems and are associated with sufficiency of originality, efficiency and rule-group conformity whereas, Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.

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Globalization, rapid technological developments, and transformation of social environments call for many facets of education to keep pace with changes and play a catalytic role to equip students with global competencies. Innovations in curriculum and pedagogy, changing trend and profile of learners, diversity in the classroom and new cultural phenomena make it imperative for teachers to function differently and take on new roles as designers of learning. How can teachers' content knowledge, pedagogical knowledge, or their understanding of learners be enhanced? What are the best practices to ensure teacher development as a continuum development, to have a knowledge-rich profession, and to strengthen teacher skillfulness? How do we encourage the values of professionalism, integrity, and excellence? How do best-performing systems encourage professional learning networks and learning circles, structure and facilitate mentoring and facilitate selfdirected learning opportunities? In the light of education for sustainable development, it is imperative that teachers consistently and continuously keep up-to-date with new knowledge, skills, and teaching practices. This keynote will attempt to address these issues and how we can enhance the professional development of teachers to meet the 21 st-century challenges.