Creative Teaching Practices Research Articles

THE IMPACT OF EFL TEACHERS' CREATIVE SELF-EFFICACY AND SELF-ESTEEM ON CREATIVE TEACHING

ABSTRACT. Investigating the contribution of teachers' creative self-efficacy and self-esteem is crucial for enhancing creative teaching practices, particularly within the framework of Indonesia's Merdeka curriculum, which emphasizes the development of students' creativity and innovative skills. This research aimed to find out how is the contribution of teachers’ self –efficacy and self –esteem to creative teaching by using multiple regression analysis techniques. The participants of this research were six EFL teachers from senior high school Lengayang. Questionnaires and observation checklist were the instruments in this research. The results show that creative self-efficacy positively and significantly contributes to creative teaching, indicating that higher creative self-efficacy leads to better creative teaching practices. On the other hand, teachers' self-esteem contributes negatively creative teaching, suggesting that excessively high self-esteem may hinder creativity in teaching. Meanwhile, creative self-efficacy and self-esteem simultaneously contributes 81.2 percent towards creative teaching. Fostering these creative behaviors can create an engaging and supportive learning environment, enhancing student outcomes. Social support from principals and colleagues, along with a positive school climate, is crucial in boosting teachers' self-esteem and creative self-efficacy, thereby improving the quality of teaching and learning.

Design Thinking: A Creative Teaching Practice

Design Thinking is an ideology and a process; it’s all about solving complex problems in a user-centric way. It was created as a way of taking the processes and approaches that designers use and applying them to problems that designers don’t typically encounter. This approach is been widely used in the food and healthcare industry even in the design field or any field where the consumers and their needs are at the core. Various studies showed design thinking as an effective instructional methodology to develop students' creativity, innovation, collaboration, and non-linear problem-solving skills, among the 21st-century skills. In a typical classroom scenario, the teacher asks students questions accepting a ‘right answer’ from them without giving any importance to the creative and holistic development of the students. NEP 2020 primarily focuses on the conceptual understanding of the students. It is a teacher’s responsibility to provide students with an interactive classroom environment for developing 21st-century skills and competencies among them. The author’s ubiquitous goal is to present Design Thinking as an effective and creative teaching practice.

Student voices in creative teaching practices with digital media: a meta-ethnographic research

ABSTRACT This paper gathers 14 ethnographic studies in a meta-ethnographic research to generate knowledge on the possibilities of creative teaching practices with digital media from an ethnographic perspective to promote inclusive education in schools. It explores common details between the articles using cross-case aggregation, which allows to get to know how digital media is used inside pre-primary, primary and secondary classrooms in depth. This research followed the seven phases established by Noblit and Hare in 1988. The results reflect on how teachers are using digital media considering students’ voices and interests, listening their voices through knowledge ownership, and promoting interaction between all. The articles also consider new ways of acting and developing from the opportunity that digital media provides in disadvantaged contexts. Studies show spaces mediated by digital media in which the students find their voices and give voice to their thoughts, feelings, and learnings.

Evaluation of STEM-Aligned Teaching Practices for Gifted Mathematics Teachers

<b>Background:</b> The STEM education system has garnered significant interest due to its innovative approach in creating a multidisciplinary and integrated knowledge structure that connects science, technology, engineering, and mathematics, and allows students to apply scientific knowledge in a comprehensive and holistic manner. Consequently, evaluating the teaching methods of teachers in accordance with STEM standards is critical. This assessment should take into account various educational objectives, including cognitive, skill-based, and emotional aspects.<br /> <b>Purpose:</b> This study aimed to evaluate the creative teaching practices of mathematics teachers for gifted students according to STEM standards.<br /> <b>Method:</b> The study applied the descriptive analytical method and developed a rating scale for evaluating creative teaching practices based on STEM standards, verifying the psychometric properties in several ways. The study sample consisted of 64 teachers of mathematics for gifted students.<br /> <b>Results:</b> The results showed that the degree of application of creative teaching practices by the teachers of gifted students according to STEM standards was at the moderate level in three domains: planning, implementation, and assessment.<br /> <b>Conclusions: </b>Despite the importance of achieving integration for STEM, the actual teaching practices of teachers of the gifted according to these standards were generally average and did not reach acceptable and ambitious levels.

Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators

This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.

Students' Satisfaction Regarding the Application of Crossword Puzzles During the Online Teaching Practice of Medical Physiology: A Promising Experience During the COVID-19 Pandemic.

The coronavirus has hit the world and has led to substantial changes in all aspects of life. One of the important affected aspects is the teaching and learning process. Most of the learning authorities including King Abdulaziz University, Rabigh branch, have shifted to distant and online learning to avoid social contact and spreading the viral infection.Creating an interesting and interactive environment via online learning became necessary to attract the students' attention and sharing in the online sessions was, therefore, crucial. Crossword puzzles were created using an online tool. A questionnaire that assesses the satisfaction of the students regarding the application of the online puzzle was built and medical education experts did the content validity. Lectures were given online via the blackboard ultra-collaborate system followed by a brief session for solving the crossword puzzle. Students were given five minutes to think and prepare their answers and then they solved the puzzle via the chat window and the teacher corrected them.The questionnaire was sent to students in a Google form. Statistical analysis was followed using SPSS software. No major gender differences in students' satisfaction levels. 75.7% strongly agreed that games are an interesting and enthusiastic method in physiology education. 78.4% strongly agreed that games are an effective tool of communication between the teacher and students. 70.3% strongly agreed: crossword puzzle is an interesting interactive online educational tool. 64.9% strongly agreed that puzzles helped them to memorize the definitions and terminologies in physiology. 78.4% strongly agreed that crossword puzzles are a good addition to the educational practice of physiology. The crossword puzzle is considered a good tool for promoting an interesting, interactive online educational practice. The presence of no major gender difference in the students' satisfaction regarding this tool casts light on the importance of interactive, enjoyable, and creative teaching practice particularly during the stigmata of epidemics.

Development of Engineering Drawing Teacher Creativity Teaching Practice Construct

Teachers play an important role in ensuring that teaching and learning become more meaningful in an effort to produce human capital with knowledge, integrity, creative and innovative thinking in line with the development of the world today. This study was conducted due to the importance of creativity in teaching as well as the need for a guide and reference for creative teaching practices, particularly for Engineering Drawing (ED) subjects based on identified research problems. This study aims to identify the constructs and subconstructs of Teacher Teaching Creativity ED. Accordingly, a fully qualitative method through expert interviews was used. A total of four experts with specific expertise and experience in the field of ED teaching were appointed to participate in semi-structured interviews. Interview findings were analysed using the saturated data analysis method. Subsequently, the Fuzzy Delphi Method (FDM) was also employed to obtain expert agreement on the list of constructs that had been identified. Three experts were appointed to carry out the FDM process. The findings of the study indicate that there are five main constructs that need to be given attention in practicing creativity in the teaching of Engineering Drawing teachers, namely, planning creative teaching and learning, guiding, managing, developing a creative community as well as evaluating and assessing. It is hoped that these obtained constructs can be used as a reference to continue the study of developing a framework for teachers' teaching creativity as a reference and guide in practicing creative teaching in the future.

QUALITY HIGHER MANAGEMENT EDUCATION IS A CONDITION FOR THE EFFICIENCY OF ECONOMIC REFORMS IN UKRAINE

Quality higher education forms national competitiveness and strengthens the country's status in the global economy. The work proves the relevance of ensuring the quality of higher education in the field of management through zones of influence on: a person, his position in life, the surrounding world and the future. Systematized: actual challenges to the practical activity of managers in Ukraine: reengineering of business processes using artificial intelligence; formation of project teams based on holocracy; requirements for speeding up management decision-making; personnel development according to programs of innovation and professional intelligence; development of a manager's emotional intelligence and authentic leadership in order to increase the productivity of project activities; coaching management to concentrate the individual capabilities of employees in the performance of business tasks; increasing the manager's stress resistance; and challenges regarding high-quality training of managers in domestic higher educational institutions: participants in the educational process, who found themselves in the epicenter of hostilities, suffered significant mental and physical injuries; forcibly displaced from the zone of active hostilities, usually face problems of social adaptation; damaged and destroyed infrastructure; return of forcibly displaced participants of the educational process; implementation of the policy of reforming the sphere of education at all levels: improvement of industry standards of higher education, taking into account the latest technologies; digitization of education; inconsistency of the material and technical base of educational institutions with the technological development of research and operational processes; methodological support in accordance with the updated requirements of industry standards of higher education; equal opportunities (transparency and completeness of information) to obtain quality education. In the work, the author structured measures to overcome modern challenges in the field of higher management education in the following directions: innovative management of a higher educational institution; updating the educational institution's strategies for training managers for each global problem (pollution of ecosystems - a strategy of integrated growth due to the implementation of compatible projects on environmental management of various educational programs and cooperation of educational institutions of different countries; low rates of economic growth - a strategy of diversification through the formation of educational projects on management, regarding the restructuring of business entities based on the capabilities of artificial intelligence; energy and food crises - a strategy of intensive growth through the formation of new logistics systems in Ukraine; digitalization and technological development - a strategy for reducing administrative costs of a higher educational institution through the introduction of projects for practical training of students under the management program) ; investing in teacher training programs. The following measures contribute to the development of higher education in the field of management: dialogue around teaching and learning at the international level; innovative creative teaching practices with a high level of impact; innovative educational technologies; joint research of teachers and students in the field of management; integration of the scientific and innovative system of Ukraine into the European research space; intellectual discussions and debates in an interdisciplinary context in training managers. The issue for further research is indicated: the integration of individual student learning trajectories into the structure of curricula of higher educational institutions according to various educational programs.

Diasporic education in the mainstream school: creative pedagogies of belonging across time and space

ABSTRACT This article builds upon a theoretical framework for “diasporic education” to explore the impact of such an educational approach in a state-funded primary school in England. Diasporic education refers to curricular, pedagogic and political processes that utilise as educational resource the transnational connections of racially and religiously minoritised, or “migrant”, communities. The paper draws on collaborative research with an educational theatre company and a diverse class of year-six (10–11-year-old) children in Birmingham, UK, to show that the inclusion of diasporic education in mainstream schooling can have immediate and deep-running educational benefits. In this way, the paper unifies two strands of research on the education of minoritised communities, one focusing on their “supplementary” educational activities and the other on their chronically disadvantaged position in mainstream schooling. Exploring two themes, (1) the “diasporisation” of educational spaces, and (2) the complexities of home and belonging, I argue that diasporic education helps to redress some of the educational inequities wrought by myopic nationalist policies and discourses that chronically affect minoritised youth. This happens through a reimagining of the learning and teaching of, among other subjects, values and history. Diasporic education also opens avenues for creative teaching practices that are tangibly linked with the local yet transnationally connected urban contexts in which many minoritised pupils live their daily lives.

Moroccan Instructors’ Perception of Creative Teaching Practice

Creativity has become a major factor and key resource in post modern educational thought. Though its critical importance, creativity is alienated and maligned in most teaching practices.There is little information on the practice of creative teachers. Indeed, the purpose of this paper is to explore instructors' perception of creativity and its practices. Understanding teachers' attitude toward this practice is significantly important to deciding how educators respond to creativity in classrooms and whether this practice is being nurtured and promoted. Findings showed that instructors value creativity in their classrooms, but they still doubt its implementation in the Moroccan context.

A STUDY TO DETERMINE THE SUPPORTING TOOLS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN CREATIVITY AMONG STUDENT TEACHERS OF A PUBLIC UNIVERSITY IN SABAH, MALAYSIA

Creativity is an essential competence through which people can develop their potential to use their imagination to express themselves and make original and valued choices in their lives. The growing interest and concern in cultivating creativity has prompted much education reforms being undertaken in a number of countries, particularly Malaysia. Creative teaching and reflective practice are the two most important milestones that teachers aspire to attain. This study explores the role of Information and Communication Technology (ICT) in supporting the creativity process of a group of student teachers in a public university in Sabah. The use of ICT includes collecting relevant information or knowledge to scaffold the revision of existing ideas and development of innovative concepts and hence, possible innovations and inventions. The researcher identifies ten most important tasks for the student teachers where ICTapplication is most appropriate. This is to identify what ICT software is most frequently used and important for the creativity work of each student teacher. Then, the usage of ICT is mapped to the Loveless’s Model of Five Elements of Creativity (Loveless, 2002).The result showed that ICT plays an important role, as specified in the Model, in supporting the creativity process of student teachers while completing the ten important tasks. The study suggests that the Ministry of Education, universities or institutions of higher learning stress the importance of computer literacy education for secondary school students. The training should focus on data/information searching strategies via the Web, data arrangement, sorting and analysis (computational software) and graphical as well as presentational software. The training should preferably complete prior to the students entering the universities for further studies.

A Rasch model analysis of the TPACK instrument in the creative teaching of primary mathematics teachers

Utilising the Technological Pedagogical Content Knowledge (TPACK) instrument, mathematics teachers were evaluated on their level of TPACK in their creative teaching practices. Using Rasch model analysis, this study aimed to assess the validity and reliability of the TPACK instrument. A 30-item survey with a 5-point Likert scale was given at random to 77 primary school teachers. In order to analyse the data and evaluate the instrument using the Rasch model analysis test, including the item and person separation and reliability index, misfit items, item polarity and unidimensionality, Winsteps 5.2.2.0 software was used. The findings demonstrated a significant Cronbach's Alpha (KR20). In conclusion, this TPACK instrument has high validity and reliability for assessing knowledge in the creative teaching of mathematics teachers. Keywords: Creative teaching, mathematics, Rasch model analysis, teachers.

Using Structural Equation Modeling to Assess a Model for Measuring Creative Teaching Perceptions and Practices in Higher Education

Considering the differences in academic backgrounds and majors, diversity of faculty members’ perceptions, and complete shift to digital education, energy must be expended toward ensuring that the teaching practices of faculty members are innovative and distinctive by providing advanced methods and models for evaluation operations. Thus, this study aimed to assess a model for measuring perceptions of both the teaching profession and creative teaching practices among faculty members that explains the relationship between faculty members’ perceptions about teaching and their creative practices that was constructed to explain the nature of this relationship and enable the development of the faculty members’ academic and professional performance. Two instruments were developed in this study, and the study sample consisted of 250 faculty members. Structural equation modeling was used to assess the proposed model. The results of the modified construction model showed an improvement in the goodness of fit indicators, which points toward this being the best model for interpreting the study data. The developed assessment model and scales can be used as tools to measure faculty members’ perceptions and predict the improvement of their creative teaching practices as well as for their professional development during distance learning.

Examining Teachers’ Perspectives of School-Based Opportunities and Support for Student Creativity with the ICI Index

ABSTRACT This mixed-methods study examined 220 teachers’ responses from a new instrument, the Imagination, Creativity, and Innovation (ICI) Index. ICI Index scores represented teachers’ predictions of how students would rate their school’s support for student creativity, which was assumed to represent the teachers’ perspective of the actual support for student creativity at the school. Teachers of grades 6–8 (n = 55) had significantly lower ICI Index scores than teachers of grades 3–5 (n = 155; p = .03, g = .35). Regular classroom teachers (n = 151) did not differ significantly from gifted and talented teachers (n = 49) on their ICI scores (p = .065). Qualitative analysis found that, when asked to give examples of products, performances, and services produced by students that were points of pride, most teachers discussed their own creative teaching practices rather than student-initiated projects. Most major content areas were represented, and many responses were interdisciplinary. The most common audience was the school community. Time, including scheduled special periods, was commonly discussed as a support for creativity. Teachers with high ICI Index scores usually wrote about how the school community collaborated to provide creative opportunities to all students, whereas teachers with low ICI Index scores reported that support for student creativity was absent or limited to specific groups.

Twitter as a Professional Learning Network in Teacher Preparation

To explore and examine the role of social media as a tool for professional learning within teacher preparation, this qualitative case study examined 73 preservice teachers' observations of literacy teaching on Twitter. Findings indicate that visual posts enhanced teaching strategies and lesson ideas, posts influenced beliefs about teaching and connections to practice, and observations increased enthusiasm toward becoming a teacher. Attention was given to students learning in-action. Reflections emphasize what to teach using a specific strategy or idea. Findings imply that expanding professional learning networks to digital spaces can cultivate teacher knowledge, foster creative teaching practices, and enhance self-critique.

ممارسات التدريس الابداعية لدى مدرسي علم الاحياء للمرحلة الاعدادية

The current research aims to know the level of creative teaching practices among middle school biology teachers, and the differences in the level of creative teaching practices among middle school biology teachers according to the gender variable, as the current research was limited to a sample of (430) biology teachers for the middle stage. The preparatory schools in the governmental preparatory and secondary day schools affiliated to the Directorate of Education of Al-Diwaniyah from the morning study, and for the academic year (2022-2021), were chosen by random method, and on the basis of proportional distribution. The Researcher (Zummar, 2018) After reviewing previous studies and consulting experts to determine three areas depending on the theoretical definition and the opinions of experts, which are (methods and methods of creative teaching - the use of modern educational aids - creative evaluation in teaching (alternative evaluation)) with (37) paragraphs with three alternatives (to a large degree, to a moderate degree). , to a small degree), and the psychometric properties of the scale’s items were confirmed. It has become in its final form of (30) items to be ready for the final application. The Statistical Package for Social Sciences (SPSS) has been used in data processing. The research found that biology teachers have a high level of creative teaching practices, and there are no differences in the level of their possession in terms of the gender variable (male-female. Keywords: creative teaching practices - biology teachers - middle school

Creative teaching practice among islamic education lecturers: the influence of gender, age and teaching experience

Higher education plays an important role in providing human resources that will contribute to the sustainable development of a country. Thus, lecturers are the main support to shape the students in the best way to become a good manpower in the future through a creative and effective teaching process. This study aims to identify the level of creative teaching practices among polytechnic Islamic Education lecturers in Central and Southern Zone. Furthermore, it aims to identify the influence of gender, age and teaching experience on creative teaching. In order to achieve this, questionnaire was administered online and a total of 74 respondents were involved. Data collected were analyzed through descriptive analysis of frequency, percentage and mean and inferential analysis of t-test, Pearson correlation and regression. The findings indicated that the level of creative teaching practice among Islamic Education lecturers in polytechnic is at a high level. In addition, the findings showed that that there is no significant difference in creative teaching practice according to gender, age and teaching experience. The findings can be useful for faculty members in polytechnic in ensuring that creative teaching were implemented in the teaching and learning process

Teaching Creatively in Higher Education: The Roles of Personal Attributes and Environment

ABSTRACT The aim of this study was to explore university teachers’ perceptions of creative teaching and other factors that may influence academics’ efforts to teach creatively in higher education in Sweden. A qualitative case study was employed, interviewing 14 university teachers in three focus group interviews. The results show that the university teachers’ perceptions of creative teaching differed slightly, yet were interconnected. They perceived creative teaching as an ability to engage students in learning, to solve problems in challenging teaching situations and introduce innovation or novelty into their teaching. The results also show that apart from personal attributes (e.g., imagination), environmental factors (e.g., departmental structure and culture) play an important role in enabling creative teaching practices.

Learning to Surrender: Creative teaching and learning practices

Independence and critical thinking are crucial for survival in our contemporary world. Learners and new teachers in training should be trusted to discover and develop their own voice in teaching and learning and be encouraged to surrender expectation to produce predetermined outcomes by strictly following scripted curriculum because it is detrimental to learners and teachers alike as it does not foster independence and critical thinking. Through engaging in creative teaching and learning practices that encourage imagination, questioning, observation and reflection we can see beyond what is perceived as normal and understandable and seek new ways to interpret reality and experience things of everyday life as well as learn to listen to our students and support them in their own discovery.

Creative Education in Viet Nam and China: A Case Study of Some Vietnamese and Chinese Schools

Faced with the growing demands of society, people must be more and more innovative and creative, because originally creativity is at the heart of social progress, of the prosperity of each nation. Creative education, in practice, promotes the development of the open mind of students by enriching it, nourishes ideas and creative capacity; it is certainly the “main way” to train creative people and thus promote the development of a creative society. Studies on creative education in Vietnam are currently highly recommended with all the more reason in the context of the global renovation of education. However, if creative teaching practices are relatively abundant, the question of what level this education was understood and mastered in Vietnamese schools remains little explored so far. The following article presents the results of research conducted on the reality of creative education in secondary schools in three provinces of North Viet Nam: Hanoi, Nam Dinh and Quang Ninh. The results of the survey will be cross-checked with those obtained in three Chinese provinces of Beijing, Guangdong and Guangxi.