Profile of Promoters and Hindering Teachers Creativity: Own or Shared?

Abstract

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.

A Model for Evaluation of Innovative Universities

“…Creativity has been identified as a key ingredient of educational innovation in many researches. But in practice, 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 [23]. According to Nosari [24], exactly creativity would be the criteria of future transformation in education.…”

Promoción del pensamiento divergente en cursos de Biofísica

“…Las cualidades de las personas creativas incluyen: sensibilidad a los problemas; gran capacidad para detectar errores (pensamiento crítico); autonomía; incredulidad; gusto por los desafíos; entre otras (Píriz Giménez, 2017b). Hay acuerdo en el ámbito científico en que en las aulas creativas se promueve el autoaprendizaje, la autonomía, la autoevaluación, el trabajo en equipo, los cuestionamientos y problematizaciones, la flexibilidad, la tolerancia y la curiosidad, y el pensamiento divergente (Píriz Giménez, 2016;Torre, 2009;Ferrari y otros, 2009;Navarro Lozano, 2008;Soriano de Alencar, 2007;Torre, 1993;Marín, 1980). Sobre este último hace énfasis Alonso Monreal (2000) en tanto considera que "creatividad es la capacidad de utilizar la información y los conocimientos de forma nueva, y de encontrar soluciones divergentes para los problemas", acorde a Gilford quien considera que "la clave para conseguir una persona creativa es fomentar el desarrollo del pensamiento divergente" (citado por Rael Fuster, 2009, p. 4), y con Manuela Romo (1987) quien expresa que "lo más característico del funcionamiento mental de la persona creadora es la divergencia" (Romo, M., 1987, p.9).…”

Cualidades creativas promovidas en la formación de docentes

“…Entre los docentes que se mostraron promotores de la creatividad fueron frecuentes las ejemplificaciones de estrategias concretas para la promoción de las cualidades mencionadas. Adicionalmente, los docentes promotores destacan preocuparse por que sus alumnos desarrollen otras cualidades propias de las personas creativas, especialmente la autoestima y el pensamiento divergente (Píriz Giménez, 2016).…”