Level Of Creative Potential Research Articles

Diagnostics of primary school teachers’ creative potential in Kazakhstan

A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers’ level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers’ CP development in higher and vocational education.

On the relationship between creative potential and creative achievement: Challenges and future directions

A central tenet in creativity research is that individual differences in creative achievement arise from the interplay of individual differences in creative potential. So far, however, measures of creative potential (e.g., divergent thinking ability) have explained only very limited variance in creative achievement. This article identifies eight conceptual and methodological challenges that require attention in the study of creative potential-achievement relationship, including considerations regarding the proper assessment of creative achievement, the scope and specificity of creative potential, forms of interaction and developmental dynamics, the role of mediating creative behaviors, environmental influences, and sample characteristics. These deliberations inform a model of individual differences in creativity, which outlines the structure and interplay of relevant components at the levels of creative potential, creative behavior, and creative achievement under the influence of the environment. Drawing a more detailed picture of the complexities associated with the creative potential-achievement relationship may help to improve and eventually also recognize limits to the prediction of creative achievement. Educational relevance and implication statementThis article highlights the many facets of creativity at the level of creative potential, creative behavior, and creative achievement, and proposes mechanisms of how creative potential manifests into creative achievement. Implication for educational practice include the understanding that different aspects of creative potential are relevant at different stages in creative development and for different creative domains, which has implications for the fostering of creative potential.

Развитие творческого потенциала подростков во внеурочной деятельности на модели школьного игрового (креативного) клуба

The article presents the results of the pilot empirical study on the development of creative potential of young people by means of game and art technologies. It is shown that the existing methodological developments are aimed at the development of highly specialized skills, but not at the creative potential in the broad sense. In order to remove this limitation, the technology of game (creative) club in school extracurricular activities is proposed. 
 Creative potential, according to the concept of J. Renzulli, is considered as a complex of intellectual, motivational and creative factors. It is hypothesized that active intellectual-developmental game (creative) activities help to identify and form the creative potential of adolescents. Game (creative) technologies (TRIZ, acting exercises, the game "Mafia") were used as means of development. In order to test the hypothesis, we used the method of expert evaluation according to the method of S.M. Platonova for the evaluation of general aptitude and statistical analysis of the obtained empirical data. 
 The results reflect a qualitative change of creative potential of the experimental group at all levels of creative potential: intellectual, motivational and creative. The model of the school game club is proposed as a technology for the development of creative potential not only of adolescents, but also of teachers in the practice of extracurricular school activities.

Relationship of creativity in the activities of a teacher with the efficiency of learning activities of students

The importance of creativity in education is now widely recognized as an essential skill of the 21st century. This article examines the relationship of teachers ‘creativity with the style of pedagogical communication and the effectiveness of students’ learning activities. The study involved 28 teachers (including 6 men and 22 women aged 32-60 years) and 78 students, whose classes were taught by these teachers. Research methods: method of determining personal creativity E. E. Tunic; method for determining social creativity (level of creative potential) E. E. Tunic; test questionnaire “Style of pedagogical activity” А. М. Markova and A. Ya. Nikonova, analysis of documents documenting the success of their educational activities, elements of pedagogical monitoring. It was revealed that the parameters that determine the creative characteristics of the personality of teachers and their individual teaching styles are in a significant relationship. The expressiveness of the emotional-improvisational and emotional-methodological styles of teaching contributes to the manifestation of the teacher’s creative abilities, and the orientation towards the reasoning-methodological style, on the contrary, prevents the realization of these qualities. Students in whom the majority of teachers demonstrate a creative approach in pedagogical activity show higher educational results and involvement in the educational process.

Формування культури академічної доброчесності майбутніх учителів початкової школи на заняттях філологічного циклу

The article analyzes the theoretical foundations of understanding the concept of «academic integrity», its content in relation to the formation of personal and professional characteristics of a competent specialist. It is shown that the main task of higher education institutions is to form a new type of personality with a high level of creative potential, able to respond mobile to social transformations in the future profession. The ways of forming the culture of academic integrity of primary school teachers in the philological cycle are considered. Examples of tasks used in philological classes in higher education institutions are presented. Academic integrity has gained special significance for the educational environment, and only joint efforts of the entire academic community may form the ultimate corporate culture of the university. It is necessary to deal comprehensively with tolerant attitude of students towards negative phenomena of violation of ethical principles in educational and scientific activities.

ГЕНДЕРНО-ВІКОВІ ТА ОРГАНІЗАЦІЙНО- ПРОФЕСІЙНІ ЧИННИКИ КРЕАТИВНОГО ПОТЕНЦІАЛУ ФАХІВЦІВ СОЦІАЛЬНОЇ РОБОТИ


 
 
 
 
 
 The article deals with the age and organizational factors of the creative potential of Social Work specialists. On the basis of the results of the empirical study, the level of creative potential, the indicator of creative potential depending on gender, place of the residence of specialists, length of work, the stage of professional development ("self- determination as a specialist", "the stage of self-projecting of professional path"), "self-regulation in professional self-development, self-affirmation and self-improvement in professional activity ","self- realization of a specialist as a professional, the achievement of “achme”, “a reflection of professional experience and self-creation of meaning further way of life”.
 
 
 
 
 

The study of effectiveness of introducing the model of teacher creative potential development in the educational innovations Center of the institute of postgraduate pedagogical education

In the article was described pedagogical experiment on the examination of effectiveness of the model of teacher creative potential development in educational innovation Center of the institute of pedagogical postgraduate education.Experimental study continued from September 2011 till October 2015. 500 teachers took part in it: 2 experimental groups (200 persons) and 3 control ones (300 persons) with almost equal qualitative and quantitative contingent.The special features of methodical work for development of the creative possibilities of experimental group members within the approbation of the model elaborated in CHEI “Kharkiv academy of continuous education” were: continuity, systemic character, creation of educational trajectories of teachers on diagnostic base, long-term planning, orientation on gaining the system of knowledge and skills, thorough enrichment of creative activity experience.The comparative analysis of the data about levels of creative potential revealed that during experiment the number of teachers who are characterized with sufficient and high levels of creative potential in experimental groups increased by 11%, whereas in the control ones this index was only 4 %. The positive dynamics in experimental groups was observed in all components and criteria of teacher creative potential.Examination of statistical significance of the received results was carried out using χ criterion. In experimental groups index Тs ≈ 18,36 exceeds Тcr= 7,81 so it is statistically significant. In the control groups Тs ≈ 1,096 is less than Тcr= 7,81 so it is possible to assert that the changes in the levels of creative potential are not essential and could be caused by accidental factors.Thus the results of experiments prove the correctness of initial hypothesis that an effectiveness of the teacher creative potential development grows owing to introducing the model of teacher creative potential development in the educational innovations Center of the institute of postgraduate pedagogical education

Creative Alaska: creative capital and economic development opportunities in Alaska

ABSTRACTThe flaws of the 20th century–type development ‘mega–projects’ in the circumpolar North prompt Arctic regions actively to search for alternative strategies of regional development that break away from resource–dependency and reconcile local (traditional) societies with the realities of post–Fordism and globalisation. This paper presents a study that focuses on the notion of creative capital (CC) and assesses its ability to foster economic development in Alaska. The findings suggest that some characteristics of the CC observed in Alaskan communities are similar to those found in southern regions, whereas others are distinct (but similar to those in the Canadian North). In Alaska, the synergy between cultural economy, entrepreneurship and leadership appear to be more important in characterising creative capacities than formal education. The geographical distribution of the CC is uneven and heavily clustered in economically, geographically and politically privileged northern urban centres. However, some remote regions also demonstrate considerable levels of creative potential, in particular associated with the aboriginal cultural capital (artists, crafters, etc.). A number of Alaskan regions, creative ‘hot spots’, could become places that can benefit from alternative strategies of regional development based on CC, knowledge–based and cultural economies.

Creativity and Confucianism Among American and Korean Educators

The purpose of this study was to examine differences in creative styles and Confucian ideas between Koreans and Americans and to examine the relationship between creativity and Confucianism. A total number of 579 educators (227 American and 352 Korean) participated in this study. Eastern-Western Perspective Scale was used to measure participants’ level of Confucianism and the Torrance Tests of Creative Thinking-Figural was used to measure participants’ level of creative potential. The results indicate that Koreans have strikingly more Confucian ideals than Americans, whereas Americans have more creative strengths and are more adaptively creative than Koreans. The results also indicate higher levels of Confucianism relate to lower levels of creativity. The Confucian elements that show negative relationships with creativity are suppression of expression, gender inequality, gender role expectations, and filial piety.

Becoming Immune to LONELINESS Helping the Elderly Fill a Void

1. The extent to which one is able to fulfill needs and escape loneliness in later life depends on available relationships and one's creative interactions with others. 2. Persons immune to loneliness have characteristics that permit growth and constructive behaviors when faced with a loss or change. 3. Loneliness in old age occurs because interactions and communications from others are ignored and are not accepted by others. 4. Knowledge of an individual's level of creative potential is relevant for nurses planning interventions for mobilizing a support system for the lonely elderly.