How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective |
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| Institution: | 1. Ball State University, United States;2. Purdue University, United States;3. Greenwich Public Schools, United States;1. Faculty of Pedagogy and Psychology, Eötvös Loránd University (ELTE), 23–27 Kazincy S, Budapest 1075, Hungary;2. MTA-ELTE Visual Culture Research Group, Faculty of Science, Eötvös Loránd University (ELTE) 1/a Pázmány PRM, Budapest 1117, Hungary;1. Geelong Grammar School, Victoria, Australia;2. University of South Australia, Adelaide, Australia;3. University of Connecticut, USA;1. Drexel University School of Education, 3001 Market St., Philadelphia, PA, 19104, United States;2. Post-Doctoral Scholar, Creative Interdisciplinary Research in Graduate Education (CIRGE) Program, Department of Chemistry, Drexel University, 32 South 32nd St., Disque Hall, Office 415, Philadelphia, PA, 19104, United States;3. Jefferson (Philadelphia University + Thomas Jefferson University), East Falls Campus (Downs 24B), 4201 Henry Ave, Philadelphia, PA, 19144, United States;1. Faculty of Education, The University of Hong Kong, Hong Kong;2. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong;3. College of Educational Sciences, Shanxi Normal University, Mainland China;1. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong Island, Hong Kong;2. Department of Curriculum and Instruction, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong;3. Faculty of Education, Southwest University, 2 Tian Sheng Road, Beibei, Chongqing, PR China |
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| Abstract: | 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. |
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| Keywords: | Creativity Social cognitive theory Implicit conceptions Self-efficacy Teacher perceptions |
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