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The Implicit Theories of Creativity of University Teachers

Langue: EN

Posté par Uros Velickovic

This paper presents the results of an examination of implicit theories of creativity of university teachers, conducted with the purpose of gaining an increased understanding of teacher’s beliefs regarding the manifestations of creativity and its development. The research comprised teachers employed at various faculties (N = 46) who completed a questionnaire on creative expression and the conditions for the development of creativity during the course of studies. The results indicate that teachers predominantly believe that students’ creativity manifests as a creative process and that creativity may be developed throughout the course of studies. The examination of risks in the implicit beliefs of university teachers on the nature and development of creativity, with regard to their gender, age, duration of employment, position and respective scientific area of study, sheds light on the significant differences among the teachers of natural and social sciences. We derived implications of the finding in order to devise a support mechanism which would greatly contribute to the expression and development of creativity within the realm of higher education.

Slavica Maksić, PhD is a principal research fellow at the Institute for Educational Research in Belgrade.

Jelena Pavlović, PhD is an assistant professor at the Department of Psychology, Faculty of Philosophy, University of Belgrade.

This paper is part of a research projects being undertaken at the Institute for Educational Research in Belgrade titled “Improving the quality and accessibility of education in modernization processes in Serbia” (47008) and “From encouraging initiative, cooperation and creativity in education to new roles and identities in society” (179034), supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia.

Auteur(s) de la ressource: 
Slavica Maksić
Jelena Pavlović
ISSN 0354–5415
Date de publication:
Lundi, 3 Juin, 2019
Langue du document
Type de ressource: 
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