Creativity knowledge of classroom teachers: Predictors and correlates

被引：1

作者：

Puryear, Jeb S. ^{[1
]}

Lamb, Kristen N. ^{[2
]}

机构：

[1] Univ Montana, Dept Teaching & Learning, 32 Campus Dr, Missoula, MT 59812 USA

[2] Univ Alabama, Dept Special Educ, Tuscaloosa, AL USA

来源：

THINKING SKILLS AND CREATIVITY | 2024年 / 54卷

关键词：

Creativity; Myths; Creativity in education; Teacher knowledge; Pseudoscience; SELF-EFFICACY; BELIEFS; PERCEPTIONS; IDENTITY;

D O I：

10.1016/j.tsc.2024.101666

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Creativity is routinely articulated as a goal of education, yet teachers struggle to support it in the classroom. Building on previous studies examining the prevalence and predictors of neuromyths and creativity myths, researchers investigated the level of scientific knowledge about creativity within a sample of classroom teachers (n = 219). Results suggested knowledge differences between teachers and the general population, generally reinforced previous findings regarding predictors of scientific knowledge about creativity, and demonstrated the importance of creativity knowledge in supporting creativity as an essential part of education. Implications for teacher access to scientific knowledge and creativity training are discussed.

引用

页数：13

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