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Qualitative research explores the essence of creative teaching, revealing the importance of discovery.
The research problem relates to the lack of research in terms of perceiving the meaning of being a creative teacher. The study aimed to highlight the phenomenological structure meaning of being a creative teacher. The methodology was based on the approach of integral phenomenology. A total of 26 interviews were obtained. Data were collected via semi-structured interviews and analyzed by integrating approaches of practical and epistemological phenomenologies. Findings showed that for teachers the core component in the phenomenological meaning of being a creative teacher was discovering. The conclusions summarized that discovering within the phenomenological structure of being a creative teacher involves pursuing, updating, engaging, being spontaneous, and experimenting.
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Žydžiūnaitė et al. (2026) studied this question.
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