Creative thinking is widely recognized as an important skill for success in the workplace and general life endeavors. Educators voice enthusiastic statements about the need for schools to prepare students to be creative thinkers and innovative problem-solvers. Yet, educational practitioners are often challenged to assimilate findings from creativity research into instructional programs. This talk addresses findings from an exploratory qualitative study in which practicing teachers shed light on important themes regarding teachers’ beliefs, self-efficacy, institutional challenges, and opportunities in teaching creativity as a regular part of an instructional program.
The University of Georgia
The Mary Frances Early College of Education
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