TY - JOUR
T1 - Primary physical education perspective on creativity
T2 - The nature of creativity and creativity fostering classroom environment
AU - Konstantinidou, Elisavet
AU - Gregoriadis, Athanasios
AU - Grammatikopoulos, Vasilis
AU - Michalopoulou, Maria
PY - 2014
Y1 - 2014
N2 - From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in classroom settings. Till today, no research recorded physical educators' (PEds) perceptions about creativity- (PAC) related issues, although many EU member states promote creativity in their primary curricula. The PAC questionnaire was developed to explore PEds' perceptions on: (a) the characteristics of creative students, (b) students' creative outcomes, (c) the nature of creativity and (d) the creativity fostering and inhibiting classroom environment. The present paper discusses the findings from the two latter aspects. Although PEds seemed to lean towards the democratic approach of creativity, many of them held contradicting views. Also, they appeared undecided, unaware and inconsistent with regard to creativity fostering classroom environment issues.
AB - From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in classroom settings. Till today, no research recorded physical educators' (PEds) perceptions about creativity- (PAC) related issues, although many EU member states promote creativity in their primary curricula. The PAC questionnaire was developed to explore PEds' perceptions on: (a) the characteristics of creative students, (b) students' creative outcomes, (c) the nature of creativity and (d) the creativity fostering and inhibiting classroom environment. The present paper discusses the findings from the two latter aspects. Although PEds seemed to lean towards the democratic approach of creativity, many of them held contradicting views. Also, they appeared undecided, unaware and inconsistent with regard to creativity fostering classroom environment issues.
KW - creativity
KW - fostering classroom environment
KW - implicit theories
KW - nature
KW - perceptions
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=84897625936&partnerID=8YFLogxK
U2 - 10.1080/03004430.2013.818989
DO - 10.1080/03004430.2013.818989
M3 - Article
AN - SCOPUS:84897625936
SN - 0300-4430
VL - 184
SP - 766
EP - 782
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 5
ER -