The purpose of this study was to explain the elements of creativity-oriented curriculum for teacher-student education. This study was performed by synthesis research method. Articles were searched using the keywords creativity, creative teacher, creativity education, cr
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The purpose of this study was to explain the elements of creativity-oriented curriculum for teacher-student education. This study was performed by synthesis research method. Articles were searched using the keywords creativity, creative teacher, creativity education, creativity in teacher training and creativity in the curriculum. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals have been used, and to search for English articles, the databases of Google Scholar, Proquist, Science Direct and Elsevier have been used. Based on inclusion and exclusion criteria, 32 articles were included in the study. Findings were analyzed based on Acker model. Findings showed that the logic of the creativity-based curriculum is based on the realization of the document of fundamental change, localization of creativity, empowerment of creativity and adaptation to change. Content should be diverse and diverse, motivating, tailored to the needs of the day, and the organization of this content should be based on spiral and integrated organization. The teacher has the role of facilitating and stimulating creativity. Learning activities should be based on combined methods, workshops, questioning and participatory learning. Use information and communication technology in teaching to enrich the teaching process. To develop creativity, this skill must be combined in the teaching and learning processes of student-teachers, and especially in their internship. The creative environment should also have features such as motivating, participatory and based on creative architecture. Evaluation of student-teacher teaching and learning processes is based on metacognitive, process and functional self-assessment.
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