Primary physical education perspective on creativity: The nature of creativity and creativity fostering classroom environment

Elisavet Konstantinidou, Athanasios Gregoriadis, Vasilis Grammatikopoulos, Maria Michalopoulou

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)766-782
Number of pages17
JournalEarly Child Development and Care
Volume184
Issue number5
DOIs
Publication statusPublished - 2014

Keywords

  • creativity
  • fostering classroom environment
  • implicit theories
  • nature
  • perceptions
  • teachers

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