Teachers play a critical role in the development of student creativity. 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. Moreover, item-total correlations of the subscales were estimated and these vary from r=.29 to r=.66. 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). It was determined that democratic, workshop-based classrooms are likely to result in students being empowered to make decisions . Although creativity can seem to be an abstract or even mysterious concept at times, there is a growing science behind infusing classrooms with creativity and the benefits it yields to students in the classroom, as well as later in life. This information enables other researchers to decide how much they can trust what has been reported in a study. These correlations indicate that while the subscales are relatively independent, they are also correlated and may form a higher order general factor. Next, for comparison by either the statistical significance test or the effect size, or both, the SD is needed for calculation. The journal was passed from Anita Simon to Myra and David Sadker at American University who began the transition into a journal format. Note: The rescaled means and SDs are for five items per subscale using six-point scale as in the original CFTIndex. Helping students develop their creative capacities can have both direct and indirect benefits. The original factor loadings vary from =.70 (Motivation) to =.91 (Opportunity), the new set of factor loading vary from =.43 (Motivation) to =.89 (Flexibility). Tell your kids all about your favorite artists, musicians, and scientists. Demographic data includes gender, age, academic qualification and teaching experience. Each manuscript is double blind reviewed by members of the standing review board and/or guest reviewers. Registered in England & Wales No. Dont rush to demonstrate creative solutions for students. Factor analysis of the primary school teachers responses yielded nine factors explaining 59.12% of the total variance. For instance, during the planning stages of a group project vs. during a standardized test. Creativity fostering teacher behaviour a . https://doi.org/10.1080/2331186X.2015.1034494, http://issuu.com/didaktica/docs/articulo_revista_ctes2013_comportam, I encourage students to show me what they have learned on their own, I teacher my students the basics and leave them to find out more for themselves, I leave questions for my students to find out for themselves, I teach students the basics and leave room for individual learning, I leave open-ended questions for my students to find the answers for themselves, In my class, students have opportunities to share ideas and views, Students in my class have opportunities to do group work regularly, Students in my class are encouraged to contribute to the lesson with their ideas and suggestions, I encourage students to ask questions and make suggestions in my class, Students in my class are expected to work in group cooperatively, Learning the basic knowledge/skills well is emphasized in my class, I emphasize the importance of mastering the essential knowledge and skills, My students know that I expect them to learn the basic knowledge and skills well, Moving from one topic to the next quickly is, When my students have some ideas, I get them to explore further before I take a stand, When my students suggest something, I follow it up with questions to make them think further, I do not give my view immediately on students ideas, whether I agree or disagree with them, I comments on students ideas only after they have been more thoroughly explored, I encourage students to do things differently although doing this takes up more time, In my class, I probe students idea to encourage thinking, I encourage my students to ask questions freely even if they appear irrelevant, I encourage my students to think in different directions even if some of the ideas may not work, I like my students to take time to think in different ways, I allow my students to deviate from what they are told to do, I expect my students to check their own work instead of waiting for me to correct them, I provide opportunities for my students to share their strong and weak points with the class, My students know that I expect them to check their own work before I do, In my class, students have opportunities to judge for themselves whether they are right or wrong, I allow my students to show one another their own work before submission, I follow up on my students suggestions so that they know I take them seriously, When My students have questions to ask, I listen to them carefully, My students know I do not dismiss their suggestions lightly, I listen to my students suggestions even if they are not practical or useful, I listen patiently when my students ask questions that may sound silly, I encourage my students to try out what they have learned from me in different situations, When my students put what they have learned into different uses, I appreciate them, My students are encouraged to do different things with what they have learned in class, I dont mind my students trying out their own ideas and deviating from what I have shown them, Students are allowed to go beyond what I teach them within my subject, My students who are frustrated can come to me for emotional support, I help students who experience failure to cope with it so that they regain their confidence, I help my students to draw lessons from their failure, I encourage students who have frustration to take it as part of the learning process, I encourage students who experience failure to find other possible solutions. Pioneer classroom ecology researches like Bronfenbrenner (1977), Moos (1979), and much later Fraser (2002) all emphasized the importance . The author might have some good reasons to change the format and reporting, but doing so prevent direct comparisons to be made across studies. Possible further research studies using the CFTIndex are suggested and discussed. 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. Correlations among the subscales were found to vary from r=.67 (Evaluation and Opportunities) to r=.94 (Opportunities and Frustration). In-between are Frustration, Independence and Integration. They create games on their own, come up with the most bizarre and creative ideas for art, and find joy in the littlest things. Among these only four (2.5%) references pertain to teachers and CFTIndex is one of the four (The International Center for Studies in Creativity, Citationn.d.). Finally, they called for attention of policy-makers and decision-makers to organize periodic training for university lecturers in creativity fostering behaviour. The lowest means go to Judgement, Evaluation and Independence. For the content of actual items, see Appendix in the original article. There is, however, a dearth of suitable instruments for measuring this type of teacher behaviour, although there are many instruments for measuring student creativity. 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. 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. As alluded to above, comparison with other studies enhance the value of an otherwise isolated study. Try rewording assignments to promote creativity by adding phrases like suppose or imagine.. digits, Tips To Help Students Grow In a Competitive Environment. The CFTIndex was used as the main data collection instrument, in addition to Goughs Creativity Personality Scale which has 30 adjectives; a shorter version based on Domino (Citation1970) was used in Soh (Citation2000) and a Chinese Creativity Test. In the modern world, where entire industries are born and die every decade, theres little doubt that creativity is an increasingly important asset. Since CFTIndex is a social measure and social measures tend to be more fallible, reporting reliabilities also serve the purpose of cautioning other researchers not to over-trust a set of research outcomes but to take due caution against over-interpretation which may lead to misinformation and wrong decision. Those with higher scores on Openness and who creativity-related experiences were more likely to espouse creativity fostering teaching styles. The mean shows the averaged performance level of a group but does not show the spread of its scores which has implication for its precision and hence trustworthiness. Manriquez and Reiveras (Citation2005) study aims to find out the pedagogical practices of faculty members of the University of Antofagasta, Chile, in connection with creativity fostering, with the conviction that creative behaviour is a highly valuable goal for modern professional training in higher education. Creativity fostering teacher behaviour around the world: Annotations of studies using the CFTIndex Kaycheng Soh1* Abstract: Teachers play a critical role in the development of student creativity. This is a very powerful method because it instills confidence within the students and at the same time, also helps them see what their strengths are and how they can work on them to improve them. age, academic qualification and teaching experience) showed no significant differences. With our advanced learning management system, you can improve the teaching-learning experience. Where academic qualification is concerned, 36% held a Bachelor degree, 46% a Masters degree and 18% a Ph.D. degree. Of course, it remains to be seen how the changes affect the interpretation of the results. In their conclusion, the authors noted that there is a need to use instruments for data collection grounded in the classroom context so as to inform in-depth study. Chile (Manriquez & Reivera, Citation2005). These are substantial evidence of concurrent validity in that respondents who saw themselves as being more creative also scored higher on CFTIndex and its subscales. This makes their studies not directly comparable with others. They therefore need be aware of their possible influence on student creativity and be trained to demonstrate creativity fostering behaviour in the classroom. The teachers were observed for their classroom teaching. Creativity is a phenomenon where a person uses their own ingenuity to create something that is unique and adds value to someone, or adds extra value to something. To make use of this cultural and societal shift, it is necessary to foster creativity in the younger generation so that they can pave the way for the future. The authors concluded that the university lecturers in Ogun and Oyo States exhibited a good amount of productivity and capacity building based on their creativity fostering behaviours (p. 259). However, there is yet a comprehensive review of these studies and the present article is an effort to fill this vacuum. 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). 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. - Teachers, schools and education systems have an important role to play in promoting lifelong learning attitudes. Of these teachers, 148 (51.4%) were females and 140 (48.6%) were males. The teachers taught mainly English and Social Studies, with one quarter taught Science or Mathematics. The author was of the view that behavioural strategies appear to be utilized with a high degree of effectiveness. However, before getting into the conditions required for fostering creativity in students, it is important to see what the driving factors are that affect creativity in students. - The OECD Skills Outlook 2021 explores how policies can best promote lifelong learning for all. Explicitly discuss creativity myths and stereotypes with your students. Each item was presented with a six-point scale, with 6 for All the time and 1 for Never. Most of these teachers attended a workshop on creativity techniques (e.g. The 45 items formed the 9 subscales, and the CFTIndex as a whole were tested on a group of 117 teachers in Singapore. Although the study does not report as a routine the reliabilities of the CFTIndex and its subscales, it provides interesting new information in the correlations between subscale scores and student creativity; these lead evidence to the validity of the CFTIndex in a different way. By leveraging such learned skills as setting goals, sharing knowledge, and building relationships, a creative learning environment can help students practice and develop their own theories, ideas, and set them in motion. In view of the necessity to evaluate teachers' classroom creativity, this paper designed a valid and . 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. As students are encouraged to pursue creative solutions to a problem, they can learn persistence in the process of continually trying a new approach to solve that problem. - Encourage independence. What is creativity mention the strategies to foster creativity among students? However, noting the limitation of such data, a scale relevant to the CFTIndex was used to gather observational data. The author conclude by suggesting that Administration can positively influence the teachers ability to be creative in the classroom by being open to ideas, by making teachers aware of professional opportunities, and planning meaningful staff development (p. xi). In 1977, the Journal was passed to Jerome Freiberg at the University of Houston, College of Education, where it currently housed. This suggests that teachers found it more difficult to withhold their judgement on students ideas and suggestions, to refrain from premature evaluation these, and to encourage students independent learning. The correlations lend support to the concurrent validity of the CFTIndex. Twenty 9th and 10th grade teachers from a high school in a large, mid-Atlantic suburban school district were involved in the study. Leverage their intrinsic motivation to learn by giving them opportunities to choose their own topics while learning and sharing that knowledge with the class. A good visual-based alternative is concept cartooning. It overrides play and personal exploration Teachers have the power to not just single handedly change the fate of each individual student, but the entire fate of the country as well. Experience is the most powerful factor in driving creative thought. The translation of the original English version into the Turkish version involved 30 lecturers from the Nigde University School of Foreign Languages. They taught Chinese, mathematics and General Studies. 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. 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). During this time an international review board was established and continues Recently, the European Science Foundation has recognized JCI in its list of quality international research journals. It was determined that democratic, workshop-based classrooms are likely to result in students being empowered to make decisions that drive their learning and lead to creative output. Authors who are interested in being published in the Journal should submit one hard copy and one electronic manuscript to the editor. It is of note that the correlations with Creative Person scores are comparable between the two studies, although that for Integration, Evaluation and CFTIndex are regrettably unavailable from the Hong Kong study. Of the 36 possible correlations paring two scales, five are r>.80, 14 are .79>r>.70, four are .69>r>.60 and five are .59>r>.40. Students have countless curiosities about the world that theyre eager to explore. Soh (Citation2000) acknowledged that this is a preliminary study and further work needs be done to further evaluate the validity of the scale. This entails the need to define and describe creative fostering teacher behaviours first and then develop an instrument based on them. The authors also classified the faculty members into five groups in terms of teaching experience. Some interesting correlations were observed between teachers creativity fostering behaviour and students verbal and figural creativity measures. The studies were conducted in various countries in the past few years as listed below: America (Edinger, Citation2008; Lee & Kemple, Citation2014). 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). The age range was between 32 and 64years with a mean of 44.3 (SD=2.36). 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 The author then concluded that These values, which take account of sample size and complexity of model, demonstrate good fit (p. 321). Instead of the original six-point scale, a five-point scale was used and there is no explanation for this change. As of 2014, the Journal of Classroom Interaction has been publishing relevant and well-researched articles for 50 years. Groups tend to find more creative solutions, as well as foster a sense of collaboration. Ninety percent of the published volumes are open issues with the remainder being thematic. Data were collected by using the CFTIndex. However, the reliability for the whole scale of 45 items is =.95, which is very high for research instrument. There are many data collection instruments for measuring student creativity but there is a dearth of instruments to measure creativity fostering behaviours of teachers. There is however a difference in the approach of data analysis when compared with the original study: in this study, all 45 items were factor-analysed together at one run, whereas the nine subscales were factor-analysed separately in the original development of the CFTIndex. As shown in Table 8, the Cronbachs coefficients for the nine subscales are generally high and the median of the coefficients is =.83 which is greater than the conventionally expected =.7 for research instrument, though somewhat lower for the expected =.9 for making decisions on individuals. Of the teachers, 62% had a university degree and a majority (62%) of them taught language while the rest taught science, mathematics and humanities. The reliabilities of the subscales in terms of Cronbachs coefficients vary from =.69 (Evaluation) to =.86 (Frustration) and the reliability for the scale as a whole is indicated by a median of =.82. The availability of the CFTIndex by the present author in 2000 has spawned many relevant studies over the decade. Thirdly, also make it a good habit to report reliabilities of the CFTIndex and its nine subscales. Creativity is a critical component for the type of divergent thinking necessary for innovation. Abstract. The study involved 233 Assistant Professors and Associate Professors of the University. Further evidence of validity was procured by the differences between Chinese and non-Chinese teachers, in view of the popular stereotype that Chinese teachers, at least in the context of Singapore, tend to be more restrictive and hence less creative than non-Chinese teachers. The scale has a Cronbachs coefficient of .96 indicating a very high degree of internal consistency. Secondly, make it a good habit to report the SD when reporting the mean. Of the teachers, five held a university degree and the rest certificates. The Journal of Classroom Interaction The structure of the CFTIndex appears to be relatively stable in spite of the differences between the original group and the one of this replication. As shown in Table 13, Integration, Motivation and Opportunities have the highest means. Of these teachers, 45% had five or less years of teaching experience, 25% had 610years and 30% had 16 or more years. 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. Thus, if training is to be offered to foster teachers creativity fostering behaviours, these three will need more attention and effort. Support for childrens creativity was measured by using the CFTIndex. It is a truism that teachers play a critical role in the development of student creativity. How teachers respond to their students ideas, views and suggestions during lessons can be expected to have an influence on the students subsequent effort and inclination in coming up with new ideas, views and suggestions. Mexico (Belio & Urtuzuastegul, Citation2013). Fostering understanding through education, organizing and advocacy. Openness, Conscientiousness, Agreeableness, Extraversion and Emotional Stability). With the given sample size, all correlations are statistically significant (p<.05). In Hondzels (Citation2013) Ph.D. thesis, Hondzel intended to find out the creativity fostering behaviours of primary school teachers. 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. Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104, 215.895.2000, All Rights Reserved, Admission Process and Support for Students, Freddie Reisman Center for Translational Research in Creativity and Motivation. Moreover, mean comparisons for each of the three demographic variables (i.e. Varimax rotation was employed to obtain orthogonal factors. The study involved 22 Grade 5 to 7 teachers from across Southern Ontario. Motivation plays a significant role in learning and creativity among the students. 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. Why Choose Drexel University School of Education? However, through a confirmatory factors analysis, the CFTIndex was modified to have only three items each for the nine subscales instead of the original five items. Everyone is creative in their own way - from the engineer who can find a cost-effective way to solve a complicated problem related to the construction of a bridge to the artist who created the worlds highest-valued NFT, everyone has their own area of expertise and their own area of creativity. Multiple regression analysis results supported the hypothesized model. Read to learn more about the importance of creative learning environments and how teachers cab learn to nurture creativity in a classroom environment. These show that the CFTIndex as a whole is very highly reliable or internally consistent and its nine subscales also have reasonably high reliabilities. How teachers respond to their students' ideas, views and suggestions during lessons can be expected to have an influence on the students' subsequent effort and inclination in coming up with new ideas, views and suggestions. classroom environment, including the teacher and student relationship, and its role in fostering creativity in middle school students. However, 12 of the possible 36 correlations are at or greater than r=.50 and 16 are between r=.40 and r=.50. Make it clear to students that creativity requires effort. Based on these as the conceptual framework, Soh (Citation2000) developed the Creativity Fostering Teacher Behaviour Index (CFTIndex) as an effort to fill the vacuum of suitable instruments for measuring teacher behaviour relevant to the above principles. The three widest spread of scores go to Evaluation, Judgement and Flexibility, indicating that teachers had less agreement for these. These could be due to cultural difference and, possibly, age of the teachers (the Atlantic group being younger). 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. In the original article, average scores for the five items of each subscale were reported. As a result of the language equivalence analysis, high correlation was observed between the Turkish and English forms of the CFTIS, developed by Soh (Citation2000) . For this reason, the author retained the original names of the subscales. This is when self-confidence issues kick in. 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. 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. Correlations among the nine subscales were also estimated and the lowest is r=.26 between Independence (subscale 1) and Question (subscale 7) and the highest is r=.74 between Integration (subscale 2) and Flexibility (subscale 5). lack awareness of their own creativity and the responsibility that they have in fostering creativity among their students. A portfolio of rubrics was developed during the OECD-CERI project Fostering and Assessing Creativity and Critical Thinking Skills in Education. 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.
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