Where academic qualification is concerned, 36% held a Bachelor degree, 46% a Masters degree and 18% a Ph.D. degree. People also read lists articles that other readers of this article have read. PDF The Role of Teachers in Motivating Students To Learn Davion - ed Comparisons with the original version, the subscale and whole scale means show little difference, perhaps with the exception of Independence, Flexibility, Question and Frustration for which the replication groups scored slightly higher. The 45 items formed the 9 subscales, and the CFTIndex as a whole were tested on a group of 117 teachers in Singapore. Inside a creative learning environment, rather than feeling penalized or embarrassed for taking chances, students can feel comfortable trying new things and making mistakes. This article highlights information directly related to CFTIndex to provide an integrated database and to facilitate future research. This shows the subscales to have moderately correlated with one another. Secondly, make it a good habit to report the SD when reporting the mean. For this reason, it can be said that Cronbachs Alpha coefficients obtained from the scale and subscales is sufficient (p. 321). A separate line of research on . It is a truism that teachers play a critical role in the development of student creativity. The Journal of Classroom Interaction (JCI) has been self-published since its founding in 1965. These are somewhat lower than the average reliabilities (Table 12 below). The teachers taught mainly English and Social Studies, with one quarter taught Science or Mathematics. The Impact of Teachers' Shocking Behaviors in Fostering Students' The scale has a Cronbachs coefficient of .96 indicating a very high degree of internal consistency. Role of Teachers in Fostering Creativity Among Students - Teachmint The other four subscales each split into two orthogonal factors. As the author reported the mean (and SD) for the average of five items of each subscale, these were rescaled for the original five items. In conclusion, the CFTIndex has made its contribution to one aspect, and an important one at that, of creativity research. In terms of age, 40% aged between 20 and 35, and the remaining 60% aged 36 or above. In developing the Sohs (Citation2000) CFTIndex, the nine principles for creativity fostering teacher behaviour propounded by Cropley (Citation1997) were operationalized in terms of teacherstudent transactions. Openness, Conscientiousness, Agreeableness, Extraversion and Emotional Stability). The study involved a total of 302 early childhood and elementary pre-service teachers from a university in the southern part of the USA. Manriquez and Reiveras (Citation2005) study aims to find out the pedagogical practices of faculty members of the University of Antofagasta, Chile, in connection with creativity fostering, with the conviction that creative behaviour is a highly valuable goal for modern professional training in higher education. This article is of interest not only to creativity researchers but perhaps more to educators in general who are concerned with developing creativity in the students. After an extensive review of the pertinent literature, Cropley (Citation1997) in a paper Fostering Creativity in the Classroom: General Principles listed nine conditions necessary for teachers to foster student creativity as follows: Independence: Encouraging students to learn independently; Integration: Having a co-operative, socially integrative style of teaching; Motivation: Motivating students to master factual knowledge, so that they have a solid base for divergent thinking; Judgement: Delaying judging students ideas until they have been thoroughly worked out and clearly formulated; Flexibility: Encouraging flexible thinking; Evaluation: Promoting self-evaluation in students; Question: Taking students suggestions and questions seriously; Opportunities: Offering students opportunities to work with a wide variety of materials and under many different conditions; and. In this context, CFTIndex seems to have proven that it is a data collection tool much needed by creativity researchers, especially those who are concerned with the development of student creativity. As shown in Table 10, there are generally differences between the facultys and students scores, in favour of the former group. The need for an instrument such as the CFTIndex is witnessed by many studies based using it subsequent to its first publication. Thus, generally, the CFTIndex and its subscales yielded reliable scores and can be confidently used for further research. The average years of teaching experience is 12.5 (SD=8.7), with 2 teachers aged below 29, 13 aged 2941, and 7 aged 4255. Based on Arthur J. Cropleys nine principles, the Creativity Fostering Teacher Behaviour Index (CFTIndex) was developed and trialled with a group of teachers (N=117) in Singapore. Table 10 shows the scores of the faculty members and students for the CFTIndex and its nine subscales. - Pay attention to the thoughts of your pupils. However, to facilitate comparisons with the original scale, the means and SDs were rescaled for six-point scale. Teaching Strategies to Foster Creativity in the classroom Five-point scale was used instead of the original six-point scale with 1 indicating Never and 5 Always. These inter-subscale correlations are comparable in range with those found in Sohs (Citation2000) original study, although the Hong Kong study has a lower median (as compared with r=.82). The lowest means go to Judgement, Evaluation and Independence. There is however a difference in the approach of data analysis when compared with the original study: in this study, all 45 items were factor-analysed together at one run, whereas the nine subscales were factor-analysed separately in the original development of the CFTIndex. The authors also classified the faculty members into five groups in terms of teaching experience. Dont rush to demonstrate creative solutions for students. Note: All correlation coefficients are statistically significant (p<.05). In other words, the least and the most experienced faculty members tended to over-reporting their creativity fostering behaviour or, alternatively, their students under-reported. The need for such an interment was thus argued for, Where creativity fostering behaviour of teachers is concerned, the lack of suitable measuring instruments will limit the relevant discourse to the philosophical and conceptual levels (which are, of course, important in their own right as a subdomain of creativity research). However, this creativity in students is short-lived as they will find it difficult to explore their artistic side along with the school curriculum. Helping students develop their creative capacities can have both direct and indirect benefits. In the middle range are Question, Frustration and Flexibility. When subscale scores were factor-analysed, comparisons with factor loadings of the original study show high similarity of the two sets of loadings, with a correlation of r=.82. Creativity fostering teacher behaviour around the world: Annotations of Moreover, on a technical note, using six instead of five points for the scale is to minimize the respondents tendency of choosing the neutral category and, at the same time, to maximize variance which is important for correlation analysis and related statistical technique, e.g. In Table 9, however, 12 items which did not satisfy the criterion for item retention were excluded. The CFTIndex has fulfilled its predicted role in meeting the need of creativity researchers by providing them with a much needed data collection instrument. The articles are scattering here and there in the forms of journal papers, research monographs and doctoral theses, appearing in different sources. These are possible studies which can be taken as ways of further verifying the validity of the CFTIndex or as research in its own rights. This suggests that teachers found it more difficult to withhold their judgement on students ideas and suggestions, to refrain from premature evaluation these, and to encourage students independent learning. Thus, if training is to be offered to foster teachers creativity fostering behaviours, these three will need more attention and effort. A measure of teachers creativity fostering behaviours is therefore needed if research in this subfield of student creativity development is to be conducted with rigour and vigour. The structure of the CFTIndex appears to be relatively stable in spite of the differences between the original group and the one of this replication. . With our advanced learning management system, you can improve the teaching-learning experience. In Hondzels (Citation2013) Ph.D. thesis, Hondzel intended to find out the creativity fostering behaviours of primary school teachers. How teachers respond to their students' ideas, views and suggestions during lessons can be expected to have an influence on the students' subsequent effort and inclination in coming up with new ideas, views and suggestions. Note: The rescaled means and SDs are for five items per subscale as in the original CFTIndex. With the results above, the author concluded that The behaviours and practices of teachers in class are important to foster student creativity. The three widest spread of scores go to Evaluation, Judgement and Flexibility, indicating that teachers had less agreement for these. Hong Kong (Forrester & Hui, Citation2007). For instance, during the planning stages of a group project vs. during a standardized test. The scale has since been used by researchers in America, Canada, Chile, Hong Kong, Korea, Mexico, Nigeria, Turkey and Singapore since its first appearance in the Journal of Creativity Behavior in 2000. The positive response of teacher towards student ideas helps to develop creativity among the students (Gajda, 2017). The original six-point scale was used. There were 6 respondents aged 25 or younger, 12 aged 2635, and another 12 aged 36 or older. Of the respondents, 14% aged 3140years, 27% aged 4150years and 59% aged 51 or more years. It was determined that democratic, workshop-based classrooms are likely to result in students being empowered to make decisions . Support for childrens creativity was measured by using the CFTIndex. Explicitly discuss creativity myths and stereotypes with your students. The study involved 233 Assistant Professors and Associate Professors of the University. These correlations indicate that while the subscales are relatively independent, they are also correlated and may form a higher order general factor. Having had the studies thus annotated and their information integrated, a logical question is, Where do we go from here? A third way to foster student creativity is to immerse them in a social environment which promotes creativity. The purpose of Lee and Kemples (Citation2014) study (a PhD thesis) was to examine the pre-service teachers personality traits, engagement in creative activities and beliefs about the teaching practices that have been shown to support childrens creativity. UNC-Chapel Hill places in the top ten of The Princeton Review's Best Controlling the classroom environment where students spend hours each day, teachers have ample opportunities to nurture and cultivate creativity. Next, for comparison by either the statistical significance test or the effect size, or both, the SD is needed for calculation. This entails the need to define and describe creative fostering teacher behaviours first and then develop an instrument based on them. It was determined that democratic, workshop-based classrooms are likely to result in students being empowered to make decisions that drive their learning and lead to creative output. Researchers may have different research environments which require them to modify; for instance, they may use a five-point scale or report average item score as subscale score as has been done in some studies annotated above. Leverage their intrinsic motivation to learn by giving them opportunities to choose their own topics while learning and sharing that knowledge with the class. (Citation2010) paper. Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine. The teacher must also be wary of the language they use. Moreover, 125 (55%) of the teachers taught mainly elementary classes. Cronbachs coefficients are slightly greater for the replication groups for Motivation, Question, Opportunities and CFTIndex as a whole. However, noting the limitation of such data, a scale relevant to the CFTIndex was used to gather observational data. digits, Tips To Help Students Grow In a Competitive Environment. Instead, give them time to figure things out on their own. There is, however, a dearth of suitable instruments for measuring this type of teacher behaviour, although there are many instruments for measuring student creativity. It has been cited and used by many researchers for various purposes who investigated different aspects of creativity development: evaluating the effectiveness of creativity development projects, checking its cross-cultural validity of its translated versions and even as the main instrument for Ph.D. theses. When all the items were submitted as one lot for a factor analysis, a general factor was obtained with factor loadings varying from =.788 (Independence) to =.616 (Flexibility). The Journal of Classroom Interaction The 16 adjectives formed a scale for self-evaluation by the respondent as a Creative Person. plying that it could be taught and learned. The creative process is not a simple "aha" that strikes without warning. Reason for this change is not explicated. The studies were conducted in various countries in the past few years as listed below: America (Edinger, Citation2008; Lee & Kemple, Citation2014). The journal was passed from Anita Simon to Myra and David Sadker at American University who began the transition into a journal format. Scores for the two versions were calculated and the correlations varied from a low r=.32 (item 2) to a very high r=.89 (item 38). Inter-subscale correlations vary from r=.28 (between Independence and Flexibility) to r=.62 (between Independence and Integration), with a median of r=.47. When teaching creativity in early childhood classrooms, students may not understand the context where creativity is most valuable or appropriate. - Create an atmosphere that is kind and tolerant. Such differences show either over-reporting by the faculty on their own creativity fostering behaviour or under-reporting by the students on their teachers, or both. This is where the role of teachers comes in. The students, on average, feel that their teachers are moderately creative in their teaching while the teachers themselves believe that they are highly creative. Although the study does not report as a routine the reliabilities of the CFTIndex and its subscales, it provides interesting new information in the correlations between subscale scores and student creativity; these lead evidence to the validity of the CFTIndex in a different way. For a better experience, click the icon above to turn off Compatibility Mode, which is only for viewing older websites. Since CFTIndex is a social measure and social measures tend to be more fallible, reporting reliabilities also serve the purpose of cautioning other researchers not to over-trust a set of research outcomes but to take due caution against over-interpretation which may lead to misinformation and wrong decision. The review process usually takes 9-12 weeks, somewhat longer if received in December, January or during the summer months. Admittedly, in the process of highlighting and extracting only information directly relevant to the CFTIndex, many of the valuable and interesting information (e.g. The authors concluded that the university lecturers in Ogun and Oyo States exhibited a good amount of productivity and capacity building based on their creativity fostering behaviours (p. 259). In practice, that usually means two things: serving as a role model for students, and finding ways to stimulate their creative thinking processes. teachers at the basic level of education promote creativity among students through motivation, divergent thinking, and the promotion of a conducive learning . It can be recommended to the researchers who will used the scale to make their interpretation according to 33 items and nine subscales (p. 321). So, teachers need to create opportunities and avenues for children to improve their creative skills and come up with more and more creative ideas. Within the context of No Child Left Behind, Edingers (Citation2008) study investigated creativity fostering teacher behaviours in a high-stakes standardized testing environment. In the first stage of the study, teachers completed online the CFTIndex and, in the second stage, they were observed in the classroom as well as interviewed. It is of note that the correlations with Creative Person scores are comparable between the two studies, although that for Integration, Evaluation and CFTIndex are regrettably unavailable from the Hong Kong study. Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project. However, through a confirmatory factors analysis, the CFTIndex was modified to have only three items each for the nine subscales instead of the original five items. Promoting Creativity in the Classroom: A Generative View The original factor loadings vary from =.70 (Motivation) to =.91 (Opportunity), the new set of factor loading vary from =.43 (Motivation) to =.89 (Flexibility). Connecting to the personal world of students is another way that teachers support their students' learning (Thoonen et al., 2011). By closing this message, you are consenting to our use of cookies. Of the 36 possible correlations paring two scales, five are r>.80, 14 are .79>r>.70, four are .69>r>.60 and five are .59>r>.40. Creativity is a critical life skill, and teachers can help their students to build it in the classroom and carry those lessons moving forward throughout their lives and careers. Dr. Simon indicated in 1965 that the original purpose of the Newsletter was to meet the need to share, discuss and disseminate new ideas regarding research methodology, and variables that generated new knowledge about classroom interaction (Freiberg, 1977). The schools were located in city, town, village and remote rural community. Authors who are interested in being published in the Journal should submit one hard copy and one electronic manuscript to the editor. A child who has been exposed to more worldly experiences will be able to come up with more creative ideas than a child who has had few ones. This time, the total variances explained for the subscales are shown in Table 2 together with the means and SDs for the CFTIndex and its nine subscales. Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104, 215.895.2000, All Rights Reserved, Admission Process and Support for Students, Freddie Reisman Center for Translational Research in Creativity and Motivation. Among these only four (2.5%) references pertain to teachers . Cover your walls with art and other evidence of creative expression. The choice of six points was to discourage the probable tendency of respondents to endorse the neutral mid-point and this, hopefully, would maximize the variance in the scores. The more diverse and unique their experience is, the more creative the child will be. But, there is also the need to empirically test out the theory, an activity that calls for adequate measurement. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. The author might have some good reasons to change the format and reporting, but doing so prevent direct comparisons to be made across studies. This can provide a low-stakes environment to make students more comfortable exercising their creativity, and also cognizant of each member of the groups individual strengths and how those strengths can be leveraged to solve a problem in a unique way. PDF Alternative Theories, Pedagogy and Education for Fostering Creativity There are many data collection instruments for measuring student creativity but there is a dearth of instruments to measure creativity fostering behaviours of teachers. 2018 H. Jerome Freiberg If it is imperative to modify, also reported rescaled scores as have been demonstrated above. Everyone is creative in their own way - from the engineer who can find a cost-effective way to solve a complicated problem related to the construction of a bridge to the artist who created the worlds highest-valued NFT, everyone has their own area of expertise and their own area of creativity. Role Of Teacher In Fostering Creativity Among Students Teachers reported that they are more likely to use creativity in learning if they allow students to do each of the following: 1) choose what to learn in class; 2) try different ways of doing things, even if they might not work; 3) come up with their own solutions to a problem. A difficulty in the direct use of the information of this study lies with the use of five-point instead of the original six-point scale and the reporting of average score for each subscale instead of the total of item score. In the original article, average scores for the five items of each subscale were reported. The CFTIndex as a whole has reliability of =.85. The author conclude by suggesting that Administration can positively influence the teachers ability to be creative in the classroom by being open to ideas, by making teachers aware of professional opportunities, and planning meaningful staff development (p. xi). The study involved 22 Grade 5 to 7 teachers from across Southern Ontario. The Importance of Teachers in Fostering Students' Creativity Registered in England & Wales No. Creativity is a phenomenon where a person uses their own ingenuity to create something that is unique and adds value to someone, or adds extra value to something. As a result of the language equivalence analysis, high correlation was observed between the Turkish and English forms of the CFTIS, developed by Soh (Citation2000) . In view of the necessity to evaluate teachers' classroom creativity, this paper designed a valid and . Fostering understanding through education, organizing and advocacy. to the school context and examine the extent to which teachers' cognitive mechanisms explain their intentions to foster creativity among their students. Nigeria (Olanisimi, Adeniyi, & Olawale, Citation2011; Olawale, Adeniyi, & Olubela, Citation2010). During this time an international review board was established and continues Recently, the European Science Foundation has recognized JCI in its list of quality international research journals. In view of the recent Ph.D. dissertations and other studies which used it for data collection, and in view of the prevalent mood about creativity fostering, more studies like those annotated here can be expected. Based on these as the conceptual framework, Soh (Citation2000) developed the Creativity Fostering Teacher Behaviour Index (CFTIndex) as an effort to fill the vacuum of suitable instruments for measuring teacher behaviour relevant to the above principles. The article also reports inter-subscale correlations for the CFTIndex. First, it is of note that the Cronbachs coefficients are high, varying from =.74 (Motivation) to =.86 and for the CFTIndex as a whole =.74. These show that the CFTIndex as a whole is very highly reliable or internally consistent and its nine subscales also have reasonably high reliabilities.