How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective

被引：69

作者：

Rubenstein, Lisa DaVia ^{[1
]}

Ridgley, Lisa M. ^{[1
]}

Callan, Gregory L. ^{[1
]}

Karami, Sareh ^{[2
]}

Ehlinger, John ^{[3
]}

机构：

[1] Ball State Univ, Muncie, IN 47306 USA

[2] Purdue Univ, W Lafayette, IN 47907 USA

[3] Greenwich Publ Sch, Greenwich, CT USA

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 70卷

关键词：

Creativity; Social cognitive theory; Implicit conceptions; Self-efficacy; Teacher perceptions; SELF-EFFICACY; PERCEPTIONS; EDUCATION; ACHIEVEMENT; CONCEPTIONS; PERFORMANCE; INNOVATION; MINDSETS; THINKING; MODEL;

D O I：

10.1016/j.tate.2017.11.012

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed methods, study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative or that creativity always results in products; however, some teachers' conceptions were too vague to guide the explicit facilitating of creativity. Compared to in-service teachers, pre-service teachers expressed more optimism in their future environmental support and lower self-efficacy for developing creative thinking. Published by Elsevier Ltd.

引用

页码：100 / 110

页数：11

共 86 条

[1] Teachers' conceptions of creativity and creative students [J].