Teaching Practices for Creativity at University: A Study in Portugal and Brazil

Morais, María de Fátima; Azevedo, Ivete; Fleith, Denise de Souza; Alencar, Eunice M. L. Soriano de; Almeida, Leandro S.; Araújo, Alexandra M.

doi:10.1590/1982-43272767201707

Cited by 17 publications

(19 citation statements)

References 37 publications

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“…The Inventory of Barriers to Personal Creativity, originally developed in Brazil by Alencar (1999), in its adapted version to Portugal (Morais, Almeida, Azevedo, Alencar, & Fleith, 2014) was applied. This inventory identifies dimensions that affect creative expression, starting from the formulation "I would be more creative if ....".…”

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confidence: 99%

“I would be more creative if...”: Are there perceived barriers to college students’ creative expression according to gender?

Morais

Almeida

2019

Estud. psicol. (Campinas)

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Creativity has become essential to the innovation that is demanded today. In this context, the university is fundamental in promoting creative skills and, thus, meeting such demand. Despite the lack of research concerning what college students think about creativity, these students perceive barriers to their creative expression. A total of 582 Portuguese college students were analyzed in the present study regarding their perceived barriers to the expression of creativity, using an inventory concerning psychological and social dimensions. Gender differences were assessed, not only considering the inventory’s factors, but also items independently. Statistically significant differences were found in both analyses. These results are the starting point to a debate about the role of university in students’ development, which should be not only professional, but also social and personal, besides the importance of finding place to creativity in their daily academic lives.

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Section: Instrumentsmentioning

confidence: 99%

“I would be more creative if...”: Are there perceived barriers to college students’ creative expression according to gender?

Morais

Almeida

2019

Estud. psicol. (Campinas)

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“…In this sense, the school is seen as a privileged context of opportunities to be developed. As it is in this environment that individuals spend most of their lives, it makes sense that several authors emphasize the importance of the implementation of creative skills, in several knowledge domains, throughout the school trajectory (Alencar & Fleith, 2016;Alencar, Fleith, & Pereira, 2017;Cropley, 2016;Morais et al, 2017;Omdal & Graefe, 2017;Souza, Witter, & Araújo, 2014). In Brazil, according to Nakano and Wechsler (2007), most of the studies carried out have been conducted in the context of basic education, compared to the research carried out in the higher education context.…”

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confidence: 99%

The role of creativity in graduate education according to students and professors

Fleith

2019

Estud. psicol. (Campinas)

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The aim of this research was to examine the role of creativity in the context of graduate studies from the perspective of students and professors. Semi-structured interviews were held with six students and six postgraduate professors from both a private and a public university. The topics covered included relevance, conception, and characteristics of creativity, as well as educational practices that foster and inhibit creativity. Grounded Theory was used to analyze the data. Both students and professors considered creativity as fundamental for the development of graduate education, but both have indicated personal and institutional barriers for the promotion of creative thinking. Partnerships, teamwork, different teaching strategies and interdisciplinarity were pointed out as factors that enhance creativity. On the other hand, the participants mentioned the evaluation of postgraduate programs, repetitive classes and bureaucracy as barriers to creativity. Future studies, involving classroom observation, case studies, and psychometric measurements, are suggested.

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“…Most research has been conducted in the context of basic education, in contrast to the small number of studies in higher education, especially in Brazil, according to Nakano and Wechsler (2007). The research involving creativity in the university environment focuses largely on undergraduate education (Alencar & Fleith, 2010;Fadel & Wechsler, 2011;Hosseini, 2011;Jackson et al, 2006;Morais et al, 2017). Also relevant is to examining the place of creativity in stricto sensu graduate education.…”

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Avaliação de Estudantes quanto a Práticas Docentes para Criatividade na Pós-graduação

Fleith

Gomes

2019

Aval.Psicol.

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The purpose of this study was to investigate how master and doctoral students' assess the extension to which graduate education professors favor the development of creativity in the classroom. The participants were 371 students from public and private universities. It was used the Inventory of Teaching Practices for Creativity in Higher Education, originally prepared for undergraduate students and adapted to the graduate context. The study also aimed to obtain evidence of internal validity of this instrument. The Inventory was valid to measure a dimensionality of three factors: General, Encouragement of New Ideas, and Interest in Student Learning. The third factor did not present an appropriate level of reliability. The results indicated a positive evaluation of graduate students with respect to their professors, as well as significant differences regarding the students' evaluation considering type of institution and whether student works or not. RESUMO -Avaliação de Estudantes quanto a Práticas Docentes paraCriatividade na Pós-graduação O objetivo deste estudo foi investigar a avaliação de mestrandos e doutorandos a respeito da extensão em que professores de pósgraduação favorecem o desenvolvimento da criatividade em sala de aula. Participaram 371 estudantes de universidade pública e particular. Utilizou-se o Inventário de Práticas Docentes para Criatividade na Educação Superior, originalmente elaborado para alunos de graduação e adaptado ao contexto da pós-graduação. Buscou-se, ainda, obter evidências de validade interna desse instrumento, em termos de sua dimensionalidade. O Inventário mostrou-se válido para aferir uma dimensionalidade de três fatores: Geral, Incentivo a Novas Ideias e Interesse pela Aprendizagem do Aluno. O terceiro fator não apresentou grau de confiabilidade adequado. Os resultados indicaram uma avaliação positiva dos pós-graduandos acerca de seus professores, bem como diferenças significativas na avaliação de estudantes, considerando o tipo de instituição e estudante trabalhador ou não. Palavras-chave: criatividade; ensino; pós-graduação; escala. RESUMEN -Evaluación de Estudiantes de Prácticas Docentes para la Creatividad en el PosgradoEl objetivo de este estudio fue investigar la evaluación de maestrandos y doctorandos acerca de la extensión en que profesores de posgrado favorecen el desarrollo de la creatividad en el aula. Participaron 371 estudiantes, de universidad pública y privada. Se utilizó el Inventario de Prácticas Docentes para Creatividad en la Educación Superior, originalmente elaborado para alumnos de grado y adaptado para el contexto del posgrado. Se buscó, además, obtener evidencias de validez interna de dicho instrumento. El inventario se mostró válido para medir una dimensionalidad de tres factores: General, Incentivo a Nuevas Ideas e Interés por el Aprendizaje del Alumno. El tercer factor no presentó grado de fiabilidad adecuado. Los resultados indicaron una evaluación positiva de los estudiantes de posgrado con respecto a sus profesores, así como diferencias significativ...

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Teaching Practices for Creativity at University: A Study in Portugal and Brazil

Cited by 17 publications

References 37 publications

“I would be more creative if...”: Are there perceived barriers to college students’ creative expression according to gender?

“I would be more creative if...”: Are there perceived barriers to college students’ creative expression according to gender?

The role of creativity in graduate education according to students and professors

Avaliação de Estudantes quanto a Práticas Docentes para Criatividade na Pós-graduação

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