{"title":"Creativity knowledge of classroom teachers: Predictors and correlates","authors":"Jeb S. Puryear , Kristen N. Lamb","doi":"10.1016/j.tsc.2024.101666","DOIUrl":null,"url":null,"abstract":"<div><div>Creativity is routinely articulated as a goal of education, yet teachers struggle to support it in the classroom. Building on previous studies examining the prevalence and predictors of neuromyths and creativity myths, researchers investigated the level of scientific knowledge about creativity within a sample of classroom teachers (<em>n</em> = 219). Results suggested knowledge differences between teachers and the general population, generally reinforced previous findings regarding predictors of scientific knowledge about creativity, and demonstrated the importance of creativity knowledge in supporting creativity as an essential part of education. Implications for teacher access to scientific knowledge and creativity training are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101666"},"PeriodicalIF":3.7000,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Thinking Skills and Creativity","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1871187124002049","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Creativity is routinely articulated as a goal of education, yet teachers struggle to support it in the classroom. Building on previous studies examining the prevalence and predictors of neuromyths and creativity myths, researchers investigated the level of scientific knowledge about creativity within a sample of classroom teachers (n = 219). Results suggested knowledge differences between teachers and the general population, generally reinforced previous findings regarding predictors of scientific knowledge about creativity, and demonstrated the importance of creativity knowledge in supporting creativity as an essential part of education. Implications for teacher access to scientific knowledge and creativity training are discussed.
期刊介绍：
Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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