Understanding of Creativity by Korean Elementary Teachers in Gifted Education

Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy

“…It could also be argued that teaching experience by itself may cause rigidity among teachers (Felker, Goering, & Linden, 1971;Felker & Smith, 1966) and less experienced teachers have a better view of creativity than the more experienced teachers (Lee & Seo, 2006).…”

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

“…Creativity researchers have shown that teachers from both Western and Eastern cultures are convinced of the importance and role of creativity for the modern world (Aljughaiman & Mowrer-Reynolds, 2005;Westby & Dawson, 1995). In the majority of cases, they associate creativity with creative products (Aljughaiman & Mowrer-Reynolds, 2005), rather than the creative process or creative people (Lee & Seo, 2006;Levenson, 2015;Liu & Lin, 2014;Maksić & Pavlović, 2011;Newton & Beverton, 2012). In studies on teachers' understanding of creativity, hardly any references are made to conditions in which creativity can be supported, even though this category of understanding creativity is apparently the closest to pedagogical activity.…”

“…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).…”

“…The features of creative products considered by teachers seldom include their merit, understood as usefulness, utility and adequacy to task requirements (Andiliou & Murphy, 2010). Teachers themselves admit that creative products are the outcome of the creative process, which is usually connected with finding many solutions to a given problem (Lee & Seo, 2006;Levenson, 2015;Liu & Lin, 2014;Newton & Beverton, 2012). Teachers' beliefs about creativity usually refer to everyday creativity, which is manifested in various kinds of activities and situations connected with hobbies and free time (Maksić & Pavlović, 2011), through curiosity, imagination, asking questions and giving untypical answers.…”

Front Matter

“…Evidently, most science teachers (Seo, Lee and Kim, 2005) and elementary school teachers (Lee and Seo, 2006) of them conceptualized creativity merely with reference to cognitive perspectives such as thinking skills, problem solving and the quality of originality. Very few of them considered personality characteristics and environmental factors that foster or hinder creative performances.…”