Primary School Science Teachers’ Creativity and Practice in Malaysia

Abdullah, Norazilawati; Mustafa, Zainun; Hamzah, Mahizer; Dawi, Amir Hasan; Mustafa, Mazlina Che; Halim, Lilia; Saleh, Salmiza; Khalil, Che Siti Hajar Aisyah Che Abdul

doi:10.26803/ijlter.20.7.19

Cited by 6 publications

(11 citation statements)

References 34 publications

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“…Location and environment play an important role in ensuring effective teaching and learning process. Abdullah et al (2021) found that teachers who were in urban areas had a view of creative teaching practices than those who worked at schools in rural areas. Hence, according to Huang et al (2019), urban teachers were more sensitive to student expectations and were inclined to adapt their behaviour or introduce experiments to cater to student needs.…”

Section: Demographic Factormentioning

confidence: 96%

“…In the meanwhile, each research study focused on Korea. (So & Hu, 2019), Israel (Amzaleg & Masry-Herzallah, 2021), Australia (Harris & de Bruin, 2018), New York (Cayirdag, 2017), Malaysia (Abdullah et al, 2021), Spain (Barajas & Frossard, 2018) and England (Hetherington et al, 2020). Figure 3 are shown countries in which the selected studies were conducted.…”

Section: Background Of the Selected Studiesmentioning

confidence: 99%

“…In terms of publication year, 3 papers were released in 2017 (Cayirdag, 2017;Niu et al, 2017;Sliogeriene & Valunaite-Oleskeviciene, 2017), 7 studies were published in 2018 (Barajas & Frossard, 2018;Cheung & Mok, 2018;Chung & Chen, 2018;Fitriah, 2018;Harris & de Bruin, 2018;Robinson et al, 2018;Wang & Kokotsaki, 2018), 6 studies were published in 2019 (Azeem et al, 2019;Huang et al, 2019;Kandemir et al, 2019;Li & Li, 2019;So & Hu, 2019), 11 studies were published in 2020 (Akyildiz & Celik, 2020;Atabek, 2020;Deng et al, 2020;Dwiningrum et al, 2020;Ke et al, 2020;Liu et al, 2020aLiu et al, , 2020bMahmoud Alali, 2020;NemerAitski & Heinla, 2020;Xiong et al, 2020) and 5 studies were published in 2021 (Abdullah et al, 2021;Amzaleg & Masry-Herzallah, 2021;Anderson et al, 2021;Chang et al, 2021;Chen & Yuan, 2021;Jin et al, 2021). The year 2020 was the most frequent year of publication.…”

Section: Background Of the Selected Studiesmentioning

confidence: 99%

“…There are also other studies that have been conducted showing the factors that influence teachers' creative teaching. Among these are imagination (Chen & Yuan, 2021), pedagogical beliefs (Jin et al, 2021), attitude (Abdullah et al, 2021;So & Hu, 2019), resilience (Deng et al, 2020), self-esteem (NemerAitski & Heinla, 2020), motivation (Liu et al, 2020a), creative fostering behaviour (Cayirdag, 2017;Kandemir et al, 2019), teaching style (Kandemir et al, 2019;So & Hu, 2019), knowledge (Abdullah et al, 2021;Niu et al, 2017) and work input (Xiong et al, 2020). These studies were found to have a significant impact on teachers' creative teaching.…”

Section: Individual Factormentioning

confidence: 99%

“…Based on the analysis that has been conducted, 9 out of 16 previous studies used environmental factor widely. However, there are two studies that state as school support (Deng et al, 2020;Huang et al, 2019) and six studies that state environmental support (Abdullah et al, 2021;Akyildiz & Celik, 2020;Anderson et al, 2021;Harris & de Bruin, 2018;Robinson et al, 2018;Sliogeriene & Valunaite-Oleskeviciene, 2017) as influencing teachers' creative teaching. In addition, these nine studies have the same result that environmental support and school support would increase teachers' participation and performance to implement creative teaching.…”

Section: Organisational Factorsmentioning

confidence: 99%

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Factors influencing teachers’ creative teaching: A systematic review

Fadzil

Mistima

Mahmud

2022

CJES

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Creative teaching is an important skill needed by teachers to carry out the teaching and learning process. Teachers have the most important role in nurturing students’ interest and creative thinking ability by implementing creative teaching. However, there are still insufficient studies that systematically review the existing literature related to what factors could affect teachers’ creative teaching. This highlights the value of this study that is aimed to conduct a systematic literature review on the factors influencing teachers’ creative teaching. This study selected articles using two leading databases, namely Scopus and Web of Science. To ensure that this study was conducted systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyses were used. This study found that three groups of factors influence teachers’ creative teaching, namely demographic factor, individual factor and organisational factor. There are two factors that have the highest frequency and dominant, namely self-efficacy and environment support. Keywords: Creative teaching, demographic factor, individual factor, organisational factors, teachers’, systematic review.

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Section: Demographic Factormentioning

confidence: 96%

Section: Background Of the Selected Studiesmentioning

confidence: 99%

Section: Background Of the Selected Studiesmentioning

confidence: 99%

Section: Individual Factormentioning

confidence: 99%

Section: Organisational Factorsmentioning

confidence: 99%

See 3 more Smart Citations

Factors influencing teachers’ creative teaching: A systematic review

Fadzil

Mistima

Mahmud

2022

CJES

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The confirmatory factor analysis of science creative pedagogy (SCP) model

al.¹

2022

Int. j. adv. appl. sci.

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Creative pedagogy is an instructional strategy that emphasizes the central importance of creativity in successful learning. Even though creativity among teachers has been extensively studied, the contributing factors in creative pedagogy are still inconclusive. To bridge the gap, a cross-sectional survey has been conducted to develop the Science Creative Pedagogy (SCP) Model by focusing on the elements that potentially support the motivation for implementing SCP. Therefore, the purpose of this study is to assess the validity and reliability of the CSP measurement model developed in Malaysia. A survey was administered to 409 primary school science teachers, covering the six constructs of elements of creative practice, namely knowledge (PG), environment (SEKITAR), teaching aids (BBM), skills (KEM_GURU), science process skills (KPS), and attitudes (SIKAP). The confirmatory factor analysis was performed, and subsequently, the discriminant validity, convergent validity, and reliability of the measurement model were computed. From the findings, the initial model was then modified from five items per construct to three items per construct, resulting in a refined SCP measurement model. Maps of teachers' creative pedagogy will be made using the construct. This will help the teachers' management bodies to set up a better environment for science teacher who wants to use the SCP in their classrooms.

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The Influence of AI ChatGPT on Improving Teachers' Creative Thinking

Liu,

Vobolevich,

Oparin

2023

IJLTER

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The latest technologies, such as Artificial Intelligence (AI), have emerged as pivotal tools for fostering creativity, aiding in the development of novel and interactive pedagogical methods, and catalysing innovation within the educational process. The integration of technology into education opens avenues for creative expression and the cultivation of creative skills among students. Investigating the cognitive styles of educators is imperative for adapting instructional strategies, as divergent modes of thinking can impact the efficacy of teaching and facilitate the customization of approaches in pedagogy. In this article, the predominant type of thinking among student teachers is investigated, the average level of creativity is determined, and the potential influence of employing an innovative method - ChatGPT - on the creative abilities of future educators is explored. The study sample consisted of (450) university teachers at three universities, Udmurt State University (Izhevsk, Russia), Peoples' Friendship University of Russia (Moscow, Russia), and Beijing Institute of Technology (Beijing, China). Participants were invited to participate in two assessments: J. Bruner's test on thinking styles, and a proprietary questionnaire designed to gather additional insights into the perception and influence of ChatGPT on creative potential. This research employed a quantitative approach. The study revealed that 70% of the surveyed student teachers exhibited a sign-oriented type of thinking. The experimental findings indicated a moderate level of creativity among these students. Only 28% of the participants demonstrated a high degree of creativity. In contrast, educators who utilized the developed programme exhibited a higher level of creative ability and better performance compared to teachers in the control group. This suggests that the incorporation of ChatGPT in education exerts a positive influence on enhancing educators' outcomes when compared to conventional teaching methods. The practical significance of this study lies in its contribution to expanding knowledge about the impact of ChatGPT on the development of creative potential. It underscores the importance of employing contemporary information and communication technologies in the preparation of future teachers.

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Primary School Science Teachers’ Creativity and Practice in Malaysia

Cited by 6 publications

References 34 publications

Factors influencing teachers’ creative teaching: A systematic review

Factors influencing teachers’ creative teaching: A systematic review

The confirmatory factor analysis of science creative pedagogy (SCP) model

The Influence of AI ChatGPT on Improving Teachers' Creative Thinking

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