Teacher Perceptions of Creativity: A Systematic Synthesis of the Literature

• In Event: Poster Session 7
  In Poster Session: Current Issues in Gifted Education and Creativity Research

Abstract

Creative teaching and learning allow schools to reach a broader audience of learners. In order to be effective, it is critical to know if teachers’ perceptions of creativity in the classroom are in line with research-based practices. The study explores K-12 teachers’ perceptions of creativity through a systematic review and thematic analysis of the current literature. Selected studies included empirical quantitative and qualitative investigations published in high quality journals from 1999 to 2015. Analysis revealed that although teachers value creativity, their conceptions of creativity are uninformed by theory and research on creativity. Teachers feel unprepared to foster or identify creativity in their classrooms; equate creativity with the arts; and their perceptions of creativity are affected by personal and cultural beliefs.

Authors

• Amy Willerson, University of North Texas

• Dianna R. Mullet, University of North Texas

• Kristen Blackmon, University of North Texas