Profile of Promoters and Hindering Teachers Creativity: Own or Shared?

Creativity is now at days a valued quality in all its areas and most particulary in Education. However, there is still widespread ignorance of Creativity in the Formal Education’s field and a lack of scientific research about Creativity and Education, particularly in teacher training. In this articl...

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Autor: Píriz Giménez, Nazira
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:Uruguay
Recursos:ANEP. Consejo de Formación en Educación
Repositorio:RIdAA-CFE
Idioma:inglés
OAI Identifier:oai:repositorio.cfe.edu.uy:123456789/136
Acesso em linha:http://repositorio.cfe.edu.uy/handle/123456789/136
Access Level:acceso abierto
Palavra-chave:creatividad
Formación de docentes
Escuela creativa
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spelling cc by-nc-sa 4.0openAccessinfo:eu-repo/semantics/openAccessPíriz Giménez, NaziraIPA CFE2019-09-13T18:15:03Z2019-09-13T18:15:03Z2016-07-122019-09-132151-4771http://repositorio.cfe.edu.uy/handle/123456789/136Creativity is now at days a valued quality in all its areas and most particulary in Education. However, there is still widespread ignorance of Creativity in the Formal Education’s field and a lack of scientific research about Creativity and Education, particularly in teacher training. In this article, we will present a categorization of teachers in either promoters or hindering of Creativity, based on interview’s data. The study was narrowed to the training of teachers in Biologic Sciences of the two Institutions with more students of the country. From an interpretive paradigm and with a qualitative design, semi-structured interviews to students and teachers were made and analyzed by “content”. Results show that teachers that highly promote creativity tend to have a close relationship with the student, as well as affectionate, and they are also characterized by recognizing and accepting their own mistakes and limitations. On the other hand, creativity’s highly hindering techers tend to be structured, distant, and believe to be all-wise. Additionally, creativity’s promoting activities are only remarked by students with a close relationship with the professor. At the same time, an affectionate treatment from the student could lead to creativity’s promoting activities by teachers who would normally fit in the hindering type. Considering the previous observation, we propose that affection between students and teachers consists of an essential component of a creative classroom’s atmosphere, continuing and amplifying the systematic model of Csikszentmihalyi. Analogously to the conception that a creative product doesn’t emerge from an isolated person, it seems appropriate to affirm that a creativity’s promoting or hindering profile of a theacher also depends on the interaction with his environment.pdfpp. 1436-1443engScientific Research PublishingCreative Education, Published OnlineCreative Education; 7 (2016)reponame:RIdAA-CFEinstname:ANEP. Consejo de Formación en Educacióninstacron:ANEP. Consejo de Formación en EducacióncreatividadFormación de docentesEscuela creativaProfile of Promoters and Hindering Teachers Creativity: Own or Shared?info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTEXTPiriz,N.Profile.pdf.txtPiriz,N.Profile.pdf.txtExtracted texttext/plain35393http://repositorio.cfe.edu.uy/bitstream/123456789/136/2/Piriz%2cN.Profile.pdf.txtbd3f77947f1a60d18321b7dda570655fMD52THUMBNAILPiriz,N.Profile.pdf.jpgPiriz,N.Profile.pdf.jpgGenerated Thumbnailimage/jpeg1763http://repositorio.cfe.edu.uy/bitstream/123456789/136/3/Piriz%2cN.Profile.pdf.jpg5fa3547b43f7e94d608c8aa104aece8dMD53ORIGINALPiriz,N.Profile.pdfPiriz,N.Profile.pdfapplication/pdf483009http://repositorio.cfe.edu.uy/bitstream/123456789/136/1/Piriz%2cN.Profile.pdf36f4348f0437450b285e1262738a4fbfMD51123456789/1362019-12-19 03:00:31.55oai:repositorio.cfe.edu.uy:123456789/136Institucionalhttps://repositorio.cfe.edu.uyOrganismo de gobiernohttps://cfe.edu.uy/https://repositorio.cfe.edu.uy/oai/requestmanuelacollazonidegger@gmail.comUruguayopendoar:101592019-12-19T06:00:31RIdAA-CFE - ANEP. Consejo de Formación en Educaciónfalse
dc.title.none.fl_str_mv Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
title Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
spellingShingle Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
Píriz Giménez, Nazira
creatividad
Formación de docentes
Escuela creativa
title_short Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
title_full Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
title_fullStr Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
title_full_unstemmed Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
title_sort Profile of Promoters and Hindering Teachers Creativity: Own or Shared?
dc.creator.none.fl_str_mv Píriz Giménez, Nazira
dc.creator.filiacion.ES.fl_str_mv IPA CFE
author Píriz Giménez, Nazira
author_facet Píriz Giménez, Nazira
author_role author
dc.subject.ES.fl_str_mv creatividad
Formación de docentes
topic creatividad
Formación de docentes
Escuela creativa
dc.subject.keywords.ES.fl_str_mv Escuela creativa
description Creativity is now at days a valued quality in all its areas and most particulary in Education. However, there is still widespread ignorance of Creativity in the Formal Education’s field and a lack of scientific research about Creativity and Education, particularly in teacher training. In this article, we will present a categorization of teachers in either promoters or hindering of Creativity, based on interview’s data. The study was narrowed to the training of teachers in Biologic Sciences of the two Institutions with more students of the country. From an interpretive paradigm and with a qualitative design, semi-structured interviews to students and teachers were made and analyzed by “content”. Results show that teachers that highly promote creativity tend to have a close relationship with the student, as well as affectionate, and they are also characterized by recognizing and accepting their own mistakes and limitations. On the other hand, creativity’s highly hindering techers tend to be structured, distant, and believe to be all-wise. Additionally, creativity’s promoting activities are only remarked by students with a close relationship with the professor. At the same time, an affectionate treatment from the student could lead to creativity’s promoting activities by teachers who would normally fit in the hindering type. Considering the previous observation, we propose that affection between students and teachers consists of an essential component of a creative classroom’s atmosphere, continuing and amplifying the systematic model of Csikszentmihalyi. Analogously to the conception that a creative product doesn’t emerge from an isolated person, it seems appropriate to affirm that a creativity’s promoting or hindering profile of a theacher also depends on the interaction with his environment.
publishDate 2016
dc.date.issued.none.fl_str_mv 2016-07-12
dc.date.accessioned.none.fl_str_mv 2019-09-13T18:15:03Z
dc.date.available.none.fl_str_mv 2019-09-13T18:15:03Z
dc.date.submitted.none.fl_str_mv 2019-09-13
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dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Creative Education, Published Online
dc.rights.ES.fl_str_mv openAccess
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dc.format.ES.fl_str_mv pdf
dc.format.extent.ES.fl_str_mv pp. 1436-1443
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dc.source.ES.fl_str_mv Creative Education; 7 (2016)
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