Early childhood preservice teachers’ beliefs of creativity, creative individuals and creative environment: Perspectives from China

Abstract

This qualitative study employs a phenomenological approach to comprehensively investigate the beliefs of early childhood preservice teachers (PTs) in China regarding creativity, creative individuals (children and teachers), and the creative learning environment. Data was collected through semi-structured in-depth interviews with 13 PTs. The findings suggest PTs exhibit limited understanding regarding the concept of creativity, which consequently affects their beliefs of creative individuals. PTs perceive both general personal characteristics and specific capacities relevant to the ECE context. However, motivation-related traits were not identified by PTs. Three themes concerning PTs’ beliefs about the creative environment emerged. PTs demonstrate positive attitudes toward fostering creativity in the ECE context, and they perceive multiple strategies of creative pedagogy. However, a gap exists between PTs’ attitudes valuing creativity and their actual pedagogical practice. The reasons contributing to the gap were discussed in the study. The findings have important implications for early childhood teacher education programs.