教师的创造性思维和创新本身就够了吗?如果没有创业精神和反思性思维会怎样?

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-10-04 DOI:10.1016/j.tate.2024.104800
Savaş Varlık , Fadimana Varlık , Memet Karakuş
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引用次数: 0

摘要

本研究旨在发现反思性思维的调节中介作用。它探讨了教师的创造性思维对创业创新的影响。本研究采用定量方法,利用描述性和关系调查模式。四百三十七名全职教师参与了研究。他们接受了有关创造性思维、反思性思维、创业精神和创新的问卷调查。随后,使用调节中介模型进行了实证分析。研究表明,教师往往在创造性思维、反思性思维、创业精神和创新方面得分较高。这些变量之间存在统计意义上的正相关关系。创造性思维通过创业间接促进创新。反思性思维对这一过程起调节作用。
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Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking?
This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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