| Summary: | 碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 96 === Developmental Changes in Teachers’ Beliefs about Creative-Thinking Activities and their Implicit Theory of Creativity
Tsai-Ling Chu
Abstract
In recent years, researchers of creativity had pointed out that creativity is changeable, and devoted to develop many models and strategies of teaching. However, it appears that some problems exist in teaching for creativity, for example, some teachers had misunderstandings about creativity, or refer to that disadvantage students were not suitable for creative-thinking activities. Then, these beliefs of teachers hold to use creative thinking activities (CT) or disadvantage students would affect the behavior of teaching for creativity. Therefore, the aim of this study was to explore the developmental changes of implicit theory of creativity and beliefs about creative-thinking activities in different groups of teacher’s professional development, and the relationships between two variables.
This research involved a survey that comprised of two sets of questionnaires concerning “beliefs about creative-thinking activities” and “implicit theory of creativity”. The 425 participants in the study comprised four groups－ undergraduate students (nonteacher controls), prospective teachers, preservice teachers, and in-service teachers. The quantitative analysis of the questionnaires was conducted through descriptive statistics, factor analysis, reliability analysis, t-test, Pearson’s product-moment Correlation, ANOVA, MANOVA, and canonical correlation.
The main findings of this study were as follow:
1. All participants tent to judge that was effective to teach high-advantage pupils with high-CT, and it wasn’t effective to use high-CT for low-advantage pupils.
2. On the intergroup difference:
a. On the beliefs about high-CT for high-advantage pupils, in-service teachers were higher than nonteacher controls significantly.
b. On the beliefs about high-CT for low-advantage pupils, nonteacher controls were significantly higher than prospective teachers and in-service teachers.
3. The groups did not differ in rating of implicit theory of creativity; it meant that all participants were possessed of incremental theory of creativity, and believed that creativity is a changeable trait for everyone.
4. The “teaching experiences” were strongest effect in the developmental changes of beliefs about CT activities.
5. All participants tended to describe creative pupils with “creative traits”, not the “character traits” of “interpersonal traits”.
6. The canonical correlation analysis revealed that higher “creativity traits”, “incremental theory of creativity” and lower “entity theory of creativity” were significantly positive-correlated with “beliefs of high-CT for high-advantage students”.
Finally, researcher proposed some suggestions for teacher training institution, creativity policy maker, and future study.
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