The Effect of Creativity Development Program for In-Service Teachers

• Main Author: 郭奕龍
• Other Authors: 吳武典
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/13280708853534590930

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 93 === Creativity Development Program (CDP) for in-service teachers is the first master–level creativity program in Taiwan. The purpose of this study was to assess its effect on teachers’ creativity knowledge, creativity preference, creativity life and their personal and professional growth. A single-group pre- and post-test experimental design was conducted along with an in-depth interview. The subjects comprised 11 teachers of primary and secondary schools. “Self-assessment Scales” was used to assess the effect of the two courses, “Topics in Creativity Education” and “Creative Thinking Skills”. Meanwhile, “Test of Divergent Feeling” and “Creative Life Experiences Scale” were pre- and post-administered to all subjects. The collected data were analyzed by repeated t-test and Cohen’s effect size (ES). The major findings of the study were as the following: 1. After completing the program, the in-service teachers’ post-test self-assessment scores of the above two courses were significantly and positively higher than pre-test scores, both showed very large impacts as well. 2. After completing the program, the in-service teachers’ post-test scores of Divergent Feeling, including total score and curiosity, complexity, and risk taking, were significantly and positively higher than pre-test scores, both showed very large impacts as well. Although “imagination” didn’t reach a significant difference level, it still showed a small effect. 3. After completing the program, the in-service teachers’ post-test scores of Creative Life Experiences, including “scientific and innovative problem solving”, “life style changes” and “making surprise and transforming the old into the new one”, were significantly and positively higher than pre-test scores. Moreover, “making surprise” and “transforming the old into the new one” showed large effects; “scientific and innovative problem solving”, “innovation of performance” and “life style changes” showed moderate effects. Although “design of visual living” did not reach a significant difference level, it still showed a moderate effect. 4. The program had positive influence on in-service teachers’ personal growth, namely, ”improvement of creativity knowledge”, “understanding the key-factors of creativity”, “expansion of life experience and improvement of EQ”, “ solving problems through different thinking” and ”greater variety of ways interacting with relatives”. 5. The influence of the program for in-service teachers’ professional growth could be divided into two parts: teaching and administration. In teaching, the influence were: ”improvement of self-reflective thinking of teaching”, “greater variety of teaching methods”, “more brave to try a creative teaching”, “encouraging students to think via different methods” and “providing students more opportunities of attempts”. In administration, the influence were: ”greater variety of routine administrative work” and “ sharing what have learned with student teachers”. However, on the other hand, most students interviewed did not feel significant changes of their teachers (n=3) on the three facets: “the methods on handling different thinking between teachers and students”, “providing opportunities for students for solving problems diversely and asking through open-ended question” and “encouraging students to think differently”. Besides, the researcher, as a participating observer, provides some personal findings related to the implementation of the program. Finally, the limitations of this study, implications for teacher education, and suggestions for future studies are discussed.