Indicators of the creative classroom in the elementary school and the level of attention of student teachers interns to them

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

mostafa bagherian far ^{1 *} , علی اکبر دولتی ² , nazanin abdullahi ³

1 -
2 - گروه علوم تربیتی، دانشکده علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
3 - Department of Educational Sciences

Received: 2024-09-23 Accepted : 2024-12-30 Published : 2025-08-27

Keywords: Creative classroom, creativity, internship, primary course, Farhangian University.,

Abstract :

Purpose: The present research was conducted with the aim of identifying the indicators of creative classroom in the elementary school and the amount of attention paid to each of the indicators from the point of view of student and intern teachers.

Method: This applied research was carried out in the paradigm of pragmatism, with a mixed approach of sequential exploratory method. In the qualitative part, the phenomenological method was used, and in the quantitative part, the descriptive-survey method was used. The potential participants of the qualitative part were the experts and faculty members of Farhangian University and the statistical population of the quantitative part were the students of Farhangian University in the academic year of 2014-2014. In the qualitative part, a semi-structured interview was conducted with 22 participants using the criterion-type purposeful sampling approach, and in the quantitative part, 221 people were selected using the relative stratified random sampling method and the questionnaire was extracted from the interviews. It was distributed among them. The validity and reliability of the qualitative and quantitative part of the research was confirmed. Data analysis was done in the qualitative part through thematic analysis and in the quantitative part through descriptive and inferential statistics.

Findings: The findings of the qualitative part showed that the most important indicators of the creative classroom in the elementary school include motivation, critical thinking, curriculum, abstract development, creative teacher, initiative, creative student, flexibility, curiosity and expansion. . The results of the quantitative part of the research showed that the level of attention paid by student teachers to creative classroom indicators is not at an optimal level.

Conclusion: It can be said that creativity as a vital skill should be prioritized in teaching in order to develop this skill in students.

References:

آمابلی، ترزا (1377). شکوفایی خلاقیت کودکان، ترجمه حسن قاسم زاده و پروین عظیمی. تهران: نشر دنیای نو.
پورامیررزداری، فاطمه؛ بدری گرگری، رحیم و واحدی، شهرام. (1401). اثربخشی قصه خوانی دیالکتیکی بر بهبود خلاقیت دانش‌آموزان ابتدایی. تفکر و کودک، پژوهشگاه علوم انسانی و مطالعات فرهنگی، 13(2)، 35-58.
حجازی، اسد (1397). واکاوی موانع پیاده سازی موفق برنامه جدید کارورزی در دانشگاه فرهنگیان. فصلنامه نوآوری آموزشی، 67، 17(3)، 47 – 70.
حسن‌زاده، کریم؛ نراقی، عیسی و قیصری زاد، غفار (1402). بررسی خلاقیت در دانش‌آموزان دوره ابتدایی. پژوهش‌نامه اورمزد، 61، 57-67.
خشنود، هوشنگ؛ بختیار پور، سعید؛ باوی، ساسان و پاشا، رضا (1399). مقایسه اثر بخشی کلاس درس معکوس و کلاس درس مبتنی بر شبکه‌های اجتماعی، بر خلاقیت و عملکر تحصیلی دانش‌آموزان. اندیشه‌های نوین تربیتی، 16(2)، 195-224.
رادپور، فاطمه؛ شاپوریان، فریبا؛ شریف زاده، سیدعبدالمجید؛ مرزبان، هادی؛ مهدوی، رضا و نواب صفوی، مینا (1391). راهنمای درس هنر برای معلمان پایه های اول، دوم و سوم ابتدایی. تهران: اداره کل چاپ و توزیع کتاب های درسی.
راهبر، علی؛ جمعه، محمدرضا؛ عصاره، علیرضا و حسینی دهشیری، افضل السادات (1401). تبیین عناصر برنامه درسی خلاقیت محور برای آموزش دانشجومعلمان (سنتزپژوهی). ابتکار و خلاقیت در علوم انسانی، 11 (4)، 25 – 48.
سیف درخشنده، سعید و نریمانی، محمد (1398). فراتحلیل عوامل و موانع مرتبط با افزایش خلاقیت دانش‌آموزان. روانشناسی مدرسه، 8(3)، 120-103
شریعت باقری، محمدمهدی و شمسایی، آزاده (1398). رابطه سبک مدیریت کلاس معلمان و خلاقیت دانش‌آموزان با میانجی گری بهزیستی روان شناختی دانش‌آموزان. ابتکار و خلاقیت در علوم انسانی، 9(1)، 227-262.
عزیزی، سمیه؛ اسلام پناه، مریم؛ موسوی، فرانک و سعیدی پور، بهمن (1402). شناسایی و تحلیل مؤلفه‌های خلاقیت و نوآوری مدیریتی مدیران موسسات آموزش عالی به منظور ارائه مدل. ابتکار و خلاقیت در علوم انسانی، 13، 2(3)، 162 – 183.
مهدوی‌نژاد، غلامحسین؛ مهدوی‌نژاد، محمدجواد و سیلوایه، سونیا (1392). تأثیر محیط هنری بر خلاقیت دانش‌آموزان. فصلنامه نوآوری‌های آمـوزشـی، 12(48)، 127-140.
میرزائیان کلواری، یوسف و شریفی، مسعود (1395) بررسی وضعیت محیط کلاس درس و مدرسه با سطح خلاقیت دانش‌آموزان استعداد درخشان. مدیریت و برنامه‌ریزی در نظام‌های آموزشی، 10(2)، 181-197.# Reference Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., Mattson, D., Beard, N., Land, J., & Livie, M. (2022). How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education, 110, 1 - 48. https://doi.org/10.1016/j.tate.2021.103583
Banaji, S., Cranmer, S., & Perrotta, C. (2013). What's stopping us? Barriers to creativity and innovation in schooling across Europe. In K. Thomas, J. Chan, K. Thomas, & J. Chan (Eds.) , Handbook of research on creativity, 450-463. Northampton, MA, US: Edward Elgar Publishing. https://doi.org/10.4337/9780857939814.00044
Bereczki, E. O., & Karpati, A. (2018). Teachers beliefs about creativity and its nurture: A systematic review of the
recent research literature. Educational Research Review, 23, 25-56. https://doi.org/10.1016/j.edurev.2017.10.003
Costa, P. (2008). Creativity, innovation and territorial agglomeration in cultural activities: the roots of the creative city. Creative cities, cultural clusters and local economic development, 183-210. https://doi.org/10.4337/9781847209948
Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Routledge. https://doi.org/10.4324/9780203357965 Cremin, T., & Chappell, K. (2021). Creative pedagogies: A systematic review. Research Papers in Education, 36(3), 299–331. https://doi.org/10.1080/ 02671522.2019.1677757
Creswell, W. (2011). Educational research: planning, conducting, and evaluating quantitative and qualitative research. 4th ed. Boston: Pearson pub. De Vink, I. C., Willemsen, R. H., Lazonder, A. W., & Kroesbergen, E. H. (2022). Creativity in mathematics performance: The role of divergent and convergent thinking. British Journal of Educational Psychology, 92, 484 - 501. https://doi.org/10.1111/ bjep.12459. Hong, W. P., & Youngs, P. (2019). Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea. In Teachers’ Perceptions, Experience and Learning, 19-32. DOI: 10.4324/9781351173285-2
Huang, X., Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65. https://doi.org/10.1016/j.tate.2019.04.017
Karwowski, M., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402-415. https://doi.org/10.1037/aca0000190
Kasirer, A., & Shnitzer-Meirovich, S. (2021). The perception of creativity and creative abilities among general education and special education teachers. Thinking Skills and Creativity, 40, 1-12. https://doi.org/10.1016/j.tsc.2021.100820
Kim, J. (2024). Why do teachers not change while the national curriculum repeatedly changes?: The ‘Hidden’resistance of teachers in the centralized system of education in South Korea. International Journal of Educational Development, 109, 103105. https://doi.org/10.1016/j.ijedudev.2024.103105
. Kim, S., Choe, I., & Kaufman, J. C. (2019). The development and evaluation of the effect of creative problem-solving program on young children’s creativity and c haracter. Thinking Skills and Creativity, 33, 1-10. https://doi.org/10.1016/j. tsc.2019.100590
. Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 144-152. https://doi.org/10.1037/aca0000227
Runco, M.A. (2007). Creativity. Theories and themes: Research, Development and Practice. Elsevier Academic Press, Burlington, MA
. Sawyer, R. K., & Henriksen, D. (2024). Explaining creativity: The science of human innovation (3th ed.). Oxford university press. https://doi.org/10.1093/oso/ 9780197747537.001.0001
. Sharma, E., & Sharma, S. (2018). Creativity nurturing behaviour scale for teachers. International Journal of Educational Management, 32(6), 1016-1028. https://doi.org/10.1108/IJEM-10-2017-0294 Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23, 58-66. https://doi.org/10.1016/j.tsc.2016.11.002
Torrance, E.P. (1983). Education for Quality circlesing japartes schools. journal of research and Development in Education, 15, 2, 1-10
Van Hooijdonk, M., Mainhard, T., Kroesbergen, E. H., & Van Tartwijk, J. (2024). Can elementary school teachers assess students’ creative problem solving abilities?. Teaching and Teacher Education, 146, 1-10. https://doi. rg/10.1016/j.tate.2024.104644
.