How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom

Abstract

This study addresses the gap in research on integrating creativity and arts integration in the classroom by describing and testing a blended professional development (PD) model guided by the theory of change that teachers' understanding and beliefs about creativity are foundational to their development as a creative teacher and to their classroom implementation. Using an explanatory sequential mixed methods design, the study demonstrated increased beliefs about teachers' ability to teach for creativity for n = 30 rural K-12 teachers and illustrated teachers’ perceptions of early implementation of creative routines in practice. (Word count: 91).