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Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school


Rački, Željko; Katalenić, Ana; Gregorović, Željko
Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school // HIGHER GOALS IN MATHEMATICS EDUCATION ; VIŠA POSTIGNUĆA U MATEMATIČKOM OBRAZOVANJU / Kolar-Begović, Z., Kolar-Šuper, R., Đurđević Babić, I, . (ur.).
Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education and Department of Mathematics, 2015. str. 283-302


Naslov
Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school

Autori
Rački, Željko ; Katalenić, Ana ; Gregorović, Željko

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
HIGHER GOALS IN MATHEMATICS EDUCATION ; VIŠA POSTIGNUĆA U MATEMATIČKOM OBRAZOVANJU

Urednik/ci
Kolar-Begović, Z., Kolar-Šuper, R., Đurđević Babić, I, .

Izdavač
Josip Juraj Strossmayer University of Osijek, Faculty of Education and Department of Mathematics

Grad
Osijek

Godina
2015

Raspon stranica
283-302

ISBN
978-953-197-586-5

Ključne riječi
Mathematics teaching, creativity domains, implicit theories, lesson plans, art bias

Sažetak
Primary school teachers' and students' of teacher studies self-reported creativity in diverse domains and relationships of domain-specific creativity to self-ratings of the creativity in teaching mathematics, language, physical education, visual arts, music, and science, were explored in this study. Teachers in primary schools (N = 105) and students of teacher studies (N = 111) were the study participants (sample age ranged 21–64 years ; M = 31.2, SD = 11.6 ; 95.4% women). Sixty-two lesson plans for teaching mathematics in grades 1–4 written by students were analyzed regarding their contents (i.e. chosen activities that map onto different creativity domains). The results show that when the students of teacher studies rated themselves as generally creative, they also rated themselves as creative to a different degree, for example, the area that had the lowest and not significant correlation with general creativity ratings was mathematics. This internally experienced subjective structure of creativity in students, as well as the meaning of being creative (excluding mathematics), may have implications for teaching mathematics in the primary school, such as the choice of activities during mathematics lessons. Age- and expertise-related differences between teachers and students of teacher studies were found as well, bringing up numerous questions on (creative) teaching of mathematics and its relationship to teaching excellence and student outcomes.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Psihologija, Pedagogija



POVEZANOST RADA


Ustanove
Fakultet za odgojne i obrazovane znanosti, Osijek