Teacher Self-concepts of Creativity: Meeting the Challenges of the 21st Century Classroom

Citation metadata

Authors: Timothy J. Patston, David H. Cropley, Rebecca L. Marrone and James C. Kaufman
Date: Oct. 2017
From: The International Journal of Creativity and Problem Solving(Vol. 27, Issue 2)
Publisher: Korean Association for Thinking Development
Document Type: Report
Length: 4,871 words

Main content

Abstract :

School systems around the world are, for a variety of reasons, moving towards a greater emphasis on creativity in the classroom. This paradigm shift raises important questions for teachers. Do teachers need to be creative themselves in order to develop creativity in their students? Is teaching a creative profession? Regardless of the importance and interplay between teaching creatively, and teaching for creativity, what role does teachers' belief in their own creativity play in this move to a more creative classroom? In this paper, we examine the creative self-concept of teachers across a range of countries, disciplines, and other variables, asking which groups of teachers, if any, may be best prepared for the reorientation of the 21st century curriculum towards creativity in the classroom? Key words: Creativity, Education, Teacher self-concept, Curriculum

Source Citation

Source Citation
Patston, Timothy J., et al. "Teacher Self-concepts of Creativity: Meeting the Challenges of the 21st Century Classroom." The International Journal of Creativity and Problem Solving, vol. 27, no. 2, Oct. 2017, pp. 23+. Accessed 4 July 2022.
  

Gale Document Number: GALE|A533556209