role of teacher in fostering creativity among students

Where academic qualification is concerned, 36% held a Bachelor degree, 46% a Masters degree and 18% a Ph.D. degree. These show that the CFTIndex as a whole is very highly reliable or internally consistent and its nine subscales also have reasonably high reliabilities. Openness, Conscientiousness, Agreeableness, Extraversion and Emotional Stability). Involved in the study were 31 secondary school teachers 97% of whom were university degree holders teaching language. How Teachers Can Foster Creativity in Students Now that you have an idea of the factors that affect a child's creativity, the role of teachers in helping them develop it comes in. The 45 items formed the 9 subscales, and the CFTIndex as a whole were tested on a group of 117 teachers in Singapore. Admittedly, the composition of this group of teachers may not be consistent with the composition of Singapore teachers as a whole. The authors also classified the faculty members into five groups in terms of teaching experience. There is also the possible training effect influencing the structure somehow. However, the reduction of items down to three for each subscale needs be cautious; a (sub-)scale normally needs 812 to be stable and the five items per subscale in the original CFTIndex is already on the low side. The authors concluded effective teaching depends on many factors, some of which are unalterable such as age and gender while others can be acquired through experience. This was confirmed by the goodness-of-fit statistics such as x2/df=1.409 and root mean square error of approximation RMSEA=.038, both falling within the desired limits. The items were presented with All the time 6__5__4__3__2__1 Never. This article highlights information directly related to CFTIndex to provide an integrated database and to facilitate future research. A creative learning environment is one that encourages students to learn through trial and error, use their imagination, and to think critically to solve problems. age, academic qualification and teaching experience) showed no significant differences. MS in Creative Education and Entrepreneurship, post-bachelor's certificate in Creativity and Innovation, Advice for First Year Teachers: Tips + Essentials, How to Inspire Creativity in the Classroom. The average age of the teachers was 36.8 (SD=3.7). After an extensive review of the pertinent literature, Cropley (Citation1997) in a paper Fostering Creativity in the Classroom: General Principles listed nine conditions necessary for teachers to foster student creativity as follows: Independence: Encouraging students to learn independently; Integration: Having a co-operative, socially integrative style of teaching; Motivation: Motivating students to master factual knowledge, so that they have a solid base for divergent thinking; Judgement: Delaying judging students ideas until they have been thoroughly worked out and clearly formulated; Flexibility: Encouraging flexible thinking; Evaluation: Promoting self-evaluation in students; Question: Taking students suggestions and questions seriously; Opportunities: Offering students opportunities to work with a wide variety of materials and under many different conditions; and. This makes their studies not directly comparable with others. These were recalculated from the original article which presents the descriptive statistics separately for the females and males. Seen from this perspective, creativity is a behavioral trait which teachers are expected to promote or foster in the students. With 164 respondents completed the CFTIndex with a response rate was 70%. On the other hand, the three narrowest spread of scores go to Opportunities, Question and Motivation, suggesting that teachers were more agreeing in these. In a sense, these are the aspects worthy of more attention if student creativity is to be fostered. Each item was presented with a six-point scale, with 6 for All the time and 1 for Never. The findings indicate that pre-service teachers with higher scores on Openness had more engagement in creativity-related experiences. For those studies which have reported both the means and SDs, sample-size weighted means and SDs were calculated. Such differences show either over-reporting by the faculty on their own creativity fostering behaviour or under-reporting by the students on their teachers, or both. - Provide immediate feedback on pupils' inventiveness. For instance, during the planning stages of a group project vs. during a standardized test. The article also reports inter-subscale correlations for the CFTIndex. Factor analysis of the primary school teachers responses yielded nine factors explaining 59.12% of the total variance. Note: The rescaled means and SDs are for five items per subscale using six-point scale as in the original CFTIndex. The correlations lend support to the concurrent validity of the CFTIndex. Did you know that with a free Taylor & Francis Online account you can gain access to the following benefits? Moreover, on a technical note, using six instead of five points for the scale is to minimize the respondents tendency of choosing the neutral category and, at the same time, to maximize variance which is important for correlation analysis and related statistical technique, e.g. In the modern world, where entire industries are born and die every decade, theres little doubt that creativity is an increasingly important asset. In the multicultural context of Singapore, there were 56% Chinese, 21% Malay, 18% Indian, and 5% Eurasian and others. How well they play this role depends on whether they demonstrate creativity fostering behaviour when interacting with their students. Of the teachers, 62% had a university degree and a majority (62%) of them taught language while the rest taught science, mathematics and humanities. It is interesting to note that the greater faculty-student discrepancies are found for the faculty members with less than six years of teaching experience and also for those with more than 20years, while the three groups in-between have much smaller discrepancies. Hopeful, this is not misunderstood as doing injustice to the original documents, some of which are full-length Ph.D. theses. This requires the teacher to behave in such a way which has been found to be creativity-fostering. In-between are Frustration, Independence and Integration. Almost one-and-a-half decades have passed since the publication of CFTIndex on 2000. The age range was between 32 and 64years with a mean of 44.3 (SD=2.36). They also pointed out that their research question remains unanswered but the study point to possible pathway to its eventual answering. A portfolio of rubrics was developed during the OECD-CERI project Fostering and Assessing Creativity and Critical Thinking Skills in Education. A mediation model was hypothesized with engagement as the mediator between personality and creativity fostering behaviour. It is when someone is determined and focused that they use their full potential, and in this case, the student will be motivated to do their best, which is when their most creative ideas will come to the forefront. SCAMPER) a year prior to this study conducted by the first author. Note: The rescaled means and SDs are for five items per subscale as in the original CFTIndex. If the student believes that their idea is truly unique and creative, they will present it with complete confidence, but if they have relatively low self-esteem, they will consider themselves to be less creative, which will affect their creativity. Since the two studies used the same methodology, these differences are unlikely a methodological effect. Table 12 shows the sample-size weighted average of the Cronbachs coefficients available in some of the cited studies. The authors concluded that although the study does not contribute greatly to making theoretical progress, their results do show that creativity behaviour does exist in their university. The journal was passed from Anita Simon to Myra and David Sadker at American University who began the transition into a journal format. Cover your walls with art and other evidence of creative expression. This study introduces personality traits as a set of predictors of creativity fostering behaviour, with engagement in creative activities as the moderator. (Soh, Citation2000, p. 119). Table 4 was reconstructed by using the data from the article. Win vouchers worth INR 2,000 with our School Referral Program, End-to-end solution for learning and teaching, Extensive library of learning resources for students and teachers, Create high quality assessments with minimal effort, All the fee management tools you need under a single roof, All your student data at your finger tips in one click, Seamless lead management and admission process digitization, School name must have atleast 3 characters, Phone number must have atleast 7 digits and atmost 15 digits, Phone number must have atleast 7 digits and atmost 15 Among these only four (2.5%) references pertain to teachers . - Pay attention to the thoughts of your pupils. Embrace new technologies like Twitter so your kids grow to . Creativity and innovation are the main drivers behind any successful idea. 1. Although not all studies annotated here present reliabilities of the data, it is interesting to have the available reliabilities integrated for an overview of the CFTIndex and its subscale to evaluate how much trust they deserve. Formal education has a controversial dual role regarding human creativity: it simultaneously kills and cultivates it. > Role of Teachers in Fostering Creativity Among Students. Further studies (Ayob et . Provide constructive criticism only when necessary, and appreciate them when they do something good. Teachers can be the biggest influence in funneling the children's creativity in such a way that they can use it in contexts both within and outside the paradigm . The three largest differences are for Frustration, Consultation (originally, Question) and Integration. These strategies tended to fall into one or more of four categories: differentiated instruction, emotional variables, collaboration, and experiential learning (p. 123). What is creativity mention the strategies to foster creativity among students? In the middle range are Question, Frustration and Flexibility. Soh (Citation2000) acknowledged that this is a preliminary study and further work needs be done to further evaluate the validity of the scale. The author might have some good reasons to change the format and reporting, but doing so prevent direct comparisons to be made across studies. coaches in the role of teachers, and (3) from passive learners to active problem solvers in the role of students" (Tan, 2004, p. 203). However, the need to change the scale-point was not explained. Many of the most effective ways to encourage creativity in a classroom environment are simple augmentations to existing practices. Besides, parenting educators could benefit by including creativity fostering parental behaviour as part of their programmes by following the nine principles propounded by Cropley (Citation1997) and modify the CFTIndex as both research tool and instructional material. With the given sample size, all correlations are statistically significant (p<.05). The review process usually takes 9-12 weeks, somewhat longer if received in December, January or during the summer months. Cronbachs coefficients are slightly greater for the replication groups for Motivation, Question, Opportunities and CFTIndex as a whole. As the author reported the mean (and SD) for the average of five items of each subscale, these were rescaled for the original five items. Believe it or not, self-confidence plays a major role in the creativity of an individual. In both cases, the original six-point scale was used. They were convinced that the university lecturers were resourceful and creative enough thereby contributing meaningfully to the system (p. 259) and further stressed that if undergraduates and graduate students are not trained in creativity thinking or behaviour by the lecturers, they would remain passive, potentially vibrant and inactive as before they were admitted to the university (p. 231). Some interesting correlations were observed between teachers creativity fostering behaviour and students verbal and figural creativity measures. lack awareness of their own creativity and the responsibility that they have in fostering creativity among their students. These inter-subscale correlations are comparable in range with those found in Sohs (Citation2000) original study, although the Hong Kong study has a lower median (as compared with r=.82). Pioneer classroom ecology researches like Bronfenbrenner (1977), Moos (1979), and much later Fraser (2002) all emphasized the importance . Todays youth are the future of the nation, and it is within the control of a good teacher to help them become the best version of themselves. For the content of actual items, see Appendix in the original article. The Journal of Classroom Interaction These are possible studies which can be taken as ways of further verifying the validity of the CFTIndex or as research in its own rights. The majority of the teachers were between 20 and 30years old, and 104 (36.1%) of the teachers have between one and five years of teaching experience, with another 86 (29.9%) worked as novice teachers. Implications emphasize the need for positive classroom environments, which foster collaboration, independence, playfulness, and support as well as the minimization ofcurricular restraints. Inside a creative learning environment, rather than feeling penalized or embarrassed for taking chances, students can feel comfortable trying new things and making mistakes. Researchers may have different research environments which require them to modify; for instance, they may use a five-point scale or report average item score as subscale score as has been done in some studies annotated above. However, gender, teaching experience and qualification did not influence the teachers scores for the CFTIndex subscales. Help students to adapt to different learning styles and methods of communication / knowledge sharing. The average years of teaching experience is 12.5 (SD=8.7), with 2 teachers aged below 29, 13 aged 2941, and 7 aged 4255. These could be due to cultural difference and, possibly, age of the teachers (the Atlantic group being younger). Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project. factor analysis. Demographic data includes gender, age, academic qualification and teaching experience. Engagement in creative activities was measured with a 28-item Creative Behaviors Inventory which had four components for visual art, literary arts, drama and receiving arts awards. Factor analysis with Varimax rotation was run on the set of five items for each subscale separately with the intention that each set of items forms a subscale to measure the construct (i.e. Reason for changing the scale length is not given. In view of the recent Ph.D. dissertations and other studies which used it for data collection, and in view of the prevalent mood about creativity fostering, more studies like those annotated here can be expected. For terms and use, please refer to our Terms and Conditions Of the teachers, five held a university degree and the rest certificates. Reason for this change is not explicated. Fostering understanding through education, organizing and advocacy. But, there is also the need to empirically test out the theory, an activity that calls for adequate measurement. (Citation2010) paper. They may and may not be conscious of the impact of their own behaviour on that of their students where creativity is concerned. For these, the author asserts that It is nearly impossible in the areas of education and psychology to develop a scale with a reliability coefficient of+1. This is especially true in the case of painting and other forms of fine art, where a concept needs to be turned into an idea with care and precision, which takes a lot of thought and effort put into it, which in turn requires time. At the same time, 35% of the teachers held a Bachelors degree and 65% a Masters degree. For each of the nine principles, five statements of teacher behaviour in the classroom context were written to depict those teacher behaviours consistent with each principle. How well they play this role depends on whether they demonstrate creativity foster- . This drops to 75% among teachers who foster classroom creativity but use technology in more substitutional ways (replacing paper and pencil with tablets or . These differences in the means and reliabilities might be attributable to the fact that the replication groups were more homogeneous, mostly university graduates teaching language in the main. Nevertheless, the current mood and belief is that creativity can be fostering, as evidenced by many writings posted on the Internet and more formal publications (e.g. First, it is of note that the Cronbachs coefficients are high, varying from =.74 (Motivation) to =.86 and for the CFTIndex as a whole =.74. Peer feedback can also be useful and help students recognize the value of their creativity, too. However, it is also a truism that not all teachers are equipped with such capacity-building behaviour. It is a truism that teachers play a critical role in the development of student creativity. Connecting to the personal world of students is another way that teachers support their students' learning (Thoonen et al., 2011). The three widest spread of scores go to Evaluation, Judgement and Flexibility, indicating that teachers had less agreement for these. Help students to adapt to different learning styles and methods of communication / knowledge sharing. Those with higher scores on Openness and who creativity-related experiences were more likely to espouse creativity fostering teaching styles. The CFTIndex was translated into Spanish and renamed as Learning Style Self-Assessment Scale, but the structure of the nine subscales and eight of the nine subscale names were retained, with Question renamed as Consultation. Following the exploratory factor analysis which yielded the above results, a confirmatory factor analysis was run to verify the obtained structure. (, Preservice teachers personality traits and engagement in creative activities as predictors of their support for childrens creativity, Faculty of Education, University of Antofagasta, Teacher creativity fostering behaviours as determinant of productivity and capacity building in selected special primary schools in Oyo state, Nigeria, Creativity fostering behaviour as an index of productivity and capacity building among lecturers in selected universities in Ogun and Oyo states, Indexing creativity fostering teacher behaviour: A preliminary validation study, Influential factors for teachers creativity: Mutual impacts of leadership, work engagement, and knowledge creation practices, Digital knowledge searching depth and individual creativity, A dual-state model of creative cognition for supporting strategies that foster creativity in the classroom, Creativity and early talent development in the arts in young and schoolchildren, Teachers self-evaluation of teaching behaviour for fostering creativity, Teachers and pupils perceptions of creativity across different key stages. When all the items were submitted as one lot for a factor analysis, a general factor was obtained with factor loadings varying from =.788 (Independence) to =.616 (Flexibility). You are not required to obtain permission to reuse this article in part or whole. In other words, the least and the most experienced faculty members tended to over-reporting their creativity fostering behaviour or, alternatively, their students under-reported. Embracing creativity in the classroom is a great way to challenge the notion of static . teachers at the basic level of education promote creativity among students through motivation, divergent thinking, and the promotion of a conducive learning . The other four subscales each split into two orthogonal factors. For instance, Creativity Based Information Resources: Assessment of Creativity (1994-) lists 162 items published in the decade from 1994 to 2004. The translation of the original English version into the Turkish version involved 30 lecturers from the Nigde University School of Foreign Languages. Two heads are better than one. If it is imperative to modify, also reported rescaled scores as have been demonstrated above. Request Permissions, Published By: Journal of Classroom Interaction. In developing the Sohs (Citation2000) CFTIndex, the nine principles for creativity fostering teacher behaviour propounded by Cropley (Citation1997) were operationalized in terms of teacherstudent transactions. Correlations among the subscales were found to vary from r=.67 (Evaluation and Opportunities) to r=.94 (Opportunities and Frustration). There is a moderate correlation between years of teaching experience with overall CFTI (r=.51), Motivation (r=.59), Opportunities (r=.44) and Flexibility (r=.51). The teachers taught mainly English and Social Studies, with one quarter taught Science or Mathematics. In the original article, average scores for the five items of each subscale were reported. The present article is an effort to summarize and highlight information pertaining to the CFTIndex and put them in a form for ready referencing by future researchers. There are evidence showing its internal consistency reliability and concurrent validity. Given below are a few. As shown therein, the five subscales which have reliabilities >.80 are Frustration, Integration, Judgement Opportunities and Question. Table 11 shows the overall CFTIndex scores for the groups. The author then concluded that These values, which take account of sample size and complexity of model, demonstrate good fit (p. 321). With our advanced learning management system, you can improve the teaching-learning experience. The Journal began its publication as the Classroom Interaction Newsletter by Dr. Anita Simon of Temple University in Philadelphia, with editorial adviser Dr. Ned Flanders. The Journal of Classroom Interaction (JCI) has been self-published since its founding in 1965. These correlations indicate that while the subscales are relatively independent, they are also correlated and may form a higher order general factor. Moreover, since the school and the family are partners in developing the child, researchers could well include both teachers and parents in their studies of child creativity. Teachers can be the biggest influence in funneling the childrens creativity in such a way that they can use it in contexts both within and outside the paradigm of academics. In Table 9, however, 12 items which did not satisfy the criterion for item retention were excluded. Share your passion for architecture or photography or that new band you want to listen to all the time. Abstract. Moreover, mean comparisons for each of the three demographic variables (i.e. Our offerings like education erp, admission management system, fee management system, and others conveniently digitize educational organizations. These were rescaled for five items. He suggested several specific approaches such as checking teachers self-ratings for CFTIndex against (a) students ratings of teachers, (b) independent observers ratings, (c) student creativity, (d) effect of training in creativity techniques and (e) correspondence between changes in teacher creativity and student creativity. In practice, that usually means two things: serving as a role model for students, and finding ways to stimulate their creative thinking processes. Mexico (Belio & Urtuzuastegul, Citation2013). Specifically, Chinese Language teachers scored higher than did Mathematics and General Studies teachers for Independence, Integration, Flexibility and Evaluation. Thirdly, also make it a good habit to report reliabilities of the CFTIndex and its nine subscales. Teachers who help their students to become authors of their lives, take ownership and develop personal interest in their own work stimulate students' motivation, and increase their drive to learn. Based on Arthur J. Cropleys nine principles, the Creativity Fostering Teacher Behaviour Index (CFTIndex) was developed and trialled with a group of teachers (N=117) in Singapore. In other words, the findings of the original study have been replicated by and large. To establish the concurrent validity of the CFTIndex, 16 adjectives were selected from Dominos (Citation1970) 59-item Creative Adjective Scale through several rounds of factor analysis. Scores for the two versions were calculated and the correlations varied from a low r=.32 (item 2) to a very high r=.89 (item 38). Table 10 shows the scores of the faculty members and students for the CFTIndex and its nine subscales. These differences could well reflect the differences in culture, professional status, and age of the Singapore and Chile groups. This study involved 34 faculty members and 202 students. Thus, this annotation may serve a pivotal function in summing up what has taken place hitherto and bridge over to new researcher. The creative process is not a simple "aha" that strikes without warning. Nigeria (Olanisimi, Adeniyi, & Olawale, Citation2011; Olawale, Adeniyi, & Olubela, Citation2010). The students, on average, feel that their teachers are moderately creative in their teaching while the teachers themselves believe that they are highly creative. A good visual-based alternative is concept cartooning. The need for such an interment was thus argued for, Where creativity fostering behaviour of teachers is concerned, the lack of suitable measuring instruments will limit the relevant discourse to the philosophical and conceptual levels (which are, of course, important in their own right as a subdomain of creativity research). However, SDs and reliabilities are not available from the article, except that for the CFTIndex as a whole has an =.98 which is much greater than the =.70 expected of research instrument. This implies that if training are to be given, trainers are likely to find it more difficult to raise the level and, at the same time, to attain greater consensus. Of these teachers, 45% had five or less years of teaching experience, 25% had 610years and 30% had 16 or more years. In his research on fostering creativity, YuSein- Lin, Professor and researcher at the National Academy for Education Research in Taiwan, suggested three issues that school administrators and teachers must Thus, generally, this sample consisted mainly of senior, highly qualified and experience faculty members. A study standing alone, however well done, has little usefulness; ensuring or facilitating comparisons with other like studies enhances its value in a wider context. Now that you have an idea of the factors that affect a childs creativity, the role of teachers in helping them develop it comes in. Moreover, significance differences were found for creative fostering behaviours among subject groups of teachers. - Teachers, schools and education systems have an important role to play in promoting lifelong learning attitudes. The Journal has a 9-15% acceptance rate for each issue. This requires the SD. Used for data collection was the CFTindex which has 45 items forming 9 subscales. We use cookies to improve your website experience. The participants comprised 166 teachers of the foundation (early childhood) phase. Personality traits were measured with a 10-item inventory for the Big Five Factors (i.e. Try rewording assignments to promote creativity by adding phrases like suppose or imagine.. The 30 lecturers completed the original English version first and then the Turkish version one week later. The authors suggest that the special teachers should be creative, resourceful and innovative to adequately meet the needs of the students who have special needs or disabilities, because the absence of such creative teachers could make children with special needs waste away, half-baked and remain dependent for survival. Theres no single recipe for developing creativity in students, but there are some simple things you can do to make your classroom a little more creative. Table 6 below shows the means and SDs for the 40 lecturers worked out from Tables 1Table 2Table 34 of Olawale et al. - The OECD Skills Outlook 2021 explores how policies can best promote lifelong learning for all. However, this creativity in students is short-lived as they will find it difficult to explore their artistic side along with the school curriculum. Table 3 below shows the means, SDs and Cronbachs coefficients for the CFTIndex as a whole and its nine subscales. More details can of course be found in the original articles and interested creativity researchers are certainly encouraged to read them in their original forms.

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