British Teachers' Views of Creativity

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

“…Very often, teachers associate creativity with novelty, originality, the ability to do something differently from others, uniqueness or imagination (Aljughaiman & Mowrer-Reynolds, 2005;Andiliou & Murphy, 2010;Cheung, Tse, & Tsang, 2003;Diakidoy & Kanari, 1999;Fryer & Collings, 1991;Lee & Seo, 2006;Levenson, 2015;Liu & Lin, 2014;Maksić & Pavlović, 2011). The features of creative products considered by teachers seldom include their merit, understood as usefulness, utility and adequacy to task requirements (Andiliou & Murphy, 2010).…”

“…Most often, teachers maintain that factors which make it difficult to stimulate students' creativity at school are, among others, curriculum guidelines and the school climate (Aljughaiman & Mowrer-Reynolds, 2005;Andiliou & Murphy, 2010;Cheung, Tse, & Tsang, 2003;Fleith, 2000;Fryer & Collings, 1991;Park, Lee, Oliver, & Cramond, 2006;Rubenstein et al, 2013). Sometimes, it happens that teachers are overloaded with realizing the curriculum and following its guidelines.…”

Teachers' and Pupils' Perceptions of Creativity across Different Key Stages

“…Although this was over forty years ago, this may still be an issue as Fryer and Collings (1991) reported that research into teachers' views of creativity has been somewhat neglected and Simmons and Thompson (2008) have more recently commented on tensions surrounding creativity in education, one being the difficulty of defining it.…”

Experimental stimulating creativity at school and changes of beliefs of teachers on creativity

“…Имплицитне теорије говоре о томе како се креативност доживљава у природним условима (Runco, 1999). Значај испитивања ових уверења код наставника лежи у њиховом утицају на то како ће наставници опажати креативност и како ће се односити према сопственој креативности и креативности других (Chan & Chan, 1999;Fleith, 2000;Fryer & Collings, 1991;Kampylis et al, 2009;Mullet et al, 2016;Spiel & Korff, 1998;Sternberg, 1985;1988). Преглед истраживања о имплицит-ним теоријама креативности открива да су ис-питивана веровања наставника о испољавању и развоју креативности резултирала дефиниција-ма креативности, профилима личности креа-тивних ученика и списковима карактеристика школског окружења које доприноси оствари-вању креативних потенцијала ученика (Andiliou & Murphy, 2010).…”