Teachers' conceptions of creativity and creative students were investigated. Questionnaires were administered to elementary school teachers to examine their attitudes, beliefs, and current classroom practices. Teachers were found to possess inaccurate concepts regarding what constitutes creativity and revealed conflicts with the classroom behaviors demonstrated by creative students. The paradox between teachers' reported support for creativity enrichment and virtual lack of related classroom practice is explored as a result of multiple misconceptions and contributing variables.
No takes yet. Share an insight, caveat, or question.
Aljughaiman et al. (2005) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: