Investigation of creativity perceptions of pre-service teachers and child development specialists based on different variables

Abstract

This study aimed to investigate how pre-service child development specialists and pre-service teachers from different majors understand their creativity perceptions and how these perceptions could differ based on a range of variables. There were 316 participants selected with the convenience sampling method. Data were collected by using a demographic questionnaire and the Kaufman Domains of Creativity Scale (K-DOCS). Mann-Whitney U and Kruskal Wallis, and Spearman correlation were used to analyze the data. The findings revealed significant relationships between creativity domains and gender, previously taken creativity course, major, teachers' attitudes towards creativity, and strategy knowledge. However, there was no significant difference between creative domains and the most creative age teachers think, class standings, and teachers' attitudes toward negative behaviors. This study indicated the importance of the majors and their curriculum. Including creativity content in teacher training curricula is crucial to developing skills needed in the 21st Century.

Creative Thinking in Pakistani Public Schools: A Qualitative Study of Teachers’ Perspective and Practices

“…Most educational systems prioritize the accumulation of knowledge, with teachers following rigid curricula and delivering information while students are tested on their retention of that knowledge (Gurak, 2016). While knowledge and expertise are beneficial to creativity (Puccio et al, 2012), this approach leaves little room for exploratory and inquisitive thinking, and skills related to knowledge production may be suppressed.…”

“…Moreover, students may not have opportunities to fail and learn from their failures (Hays, Kornell, & Bjork, 2013). Thus, creativity is deemed an essential life skill to prepare individuals for an uncertain future, and creative thinking should be considered a fundamental goal of the current education system (Gurak, 2016).…”