Today the analysis and review of ‘creativity in education’ are considered by researchers and education planners. Educational systems can develop or destruct creativity in students through aims, programs contents, and other educational factors. Here is where the teachers have key roles.
This article discuses creativity as an instructional approach and surveys creative learning theories and models including Runco, Chand (1995) and Derringer (1983). It then notices teachers creativity training in general and in Iran (Hossieni 1381). This is examined through two studies.
The main part of the program is a model of creativity development with essential dimensions: Social-environmental, emotional-cognitive, reflective, instructional, and physical.
Part of this survey studies effects of model on teachers’ skills.
Analysis of information through T-test shows positive effect of program and confirms the hypotheses of this semi-experiment survey. The feedbacks by teachers about the change in their operation in class implies that the model is useful.
Hossieni, A. (2006). A model for creativity development and its application in creative teaching skills for primary-school teachers. Journal of Educational Innovations, 5(1), 177-201.
MLA
Afzal-os-sadat Hossieni. "A model for creativity development and its application in creative teaching skills for primary-school teachers". Journal of Educational Innovations, 5, 1, 2006, 177-201.
HARVARD
Hossieni, A. (2006). 'A model for creativity development and its application in creative teaching skills for primary-school teachers', Journal of Educational Innovations, 5(1), pp. 177-201.
VANCOUVER
Hossieni, A. A model for creativity development and its application in creative teaching skills for primary-school teachers. Journal of Educational Innovations, 2006; 5(1): 177-201.
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