Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328586
Title: Teachers' views on creativity.
Author: Fryer, Marilyn.
Awarding Body: Leeds Polytechnic
Current Institution: Leeds Beckett University
Date of Award: 1989
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Abstract:
This study explored the views of teachers and further education lecturers in England and Wales about creativity and its development. A survey questionnaire was administered to 1028 teachers and lecturers, and interviews were conducted with a sub-sample of 31 teachers. The questionnaire included original measures of teachers' opinions about creativity and teaching style preferences, as well as the Torrance "Ideal Pupil" and "Ideal Person" Checklists - included to facilitate comparisons with previous research. Results indicate that most teachers subscribe to a definition of creativity perceived mainly in terms of "imagination", "originality" and "self-expression". "Divergence is regarded as synonymous with creativity by only half the sample. Most teachers think creativity can be developed, but almost three quarters think it is rare. Creativity is perceived as quite different from intelligence. Over two thirds think creativity is limitless, whilst less than a third think intelligence is. Clear differences in views on creativity emerged in terms of some major socio-biographical factors - sex and subjects taught, in particular. Such differences appear to be linked to teaching style preferences by the phenomenon "person orientation", as defined by Collings (1978). It has been found that females, general subject teachers, creative arts teachers and nurse tutors tend to favour a pupil oriented teaching style significantly more than males and maths/science/ technology teachers. Moreover, females are significantly more likely to view creativity in terms of self-expression than males, who are more "objectoriented", as discussed by Collings and Smithers (1984). Similarly, maths/science/technology teachers are significantly less likely to envisage creativity as "self-expression" than are all other groups. What mainly distinguishes those teachers in the sample most oriented to creativity from those much less oriented, is a body of opinion which reflects a preference for pupil-centred learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.328586  DOI: Not available
Keywords: Education & training Education Psychology
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