An Analysis of the Life Experiences of Educators in Disadvantaged Areas in the Online Creativity Workshop

Document Type : Research Paper

Authors

1 Department of Philosophical and Social Foundations of Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Department of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

The aim of this study was to evaluate and analyze the experiences of teachers in disadvantaged areas participating in the Creative Instructor Training Workshop, which was held virtually. The study population was all participants in the part-time creativity instructor training courses of the Institute of Free Creative Higher Education in Tehran in 1400. The present sample consisted of 14 participants in the Creative Instructor Training Workshop who were selected by purposive sampling. Data were collected using semi-structured interviews in a zoom interactive context and analyzed by content analysis method, and the interviews were continued until data saturation. Validity was assessed using peer review by colleagues and participants and reliability was assessed by coding the text of three interviews by unknown individuals outside the study. Findings in the form of 383 codes, 33 primary sub-themes and finally 16 repetitive sub-themes reflect the dimensions and quality of training of educators in deprived areas in the online creativity workshop. The results showed that the trainers had significant satisfaction with the workshop and their knowledge, attitude and skills in the field of creativity changed significantly after attending the workshop. Training evaluation questions will help the workshop staff to be more effective in designing and implementing future training program such as developing creative curriculum.

Keywords

References

Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking Skills and Creativity, 39, 100761.‌ https://doi.org/10.1016/j.tsc.2020.100761
Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12, 69-77.‌ https://doi.org/10.1016/j.tsc.2014.02.003
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America (2nd ed.). New York, USA: Teachers College Press.
Cortes, R. A., Weinberger, A. B., Daker, R. J., & Green, A. E. (2019). Re-examining prominent measures of divergent and convergent creativity. Current Opinion in Behavioral Sciences, 27, 90-93.‌ https://doi.org/10.1016/j.cobeha.2018.09.017
Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51(2), 113-127. https://doi.org/10.1111/1467-8527.t01-1-00229
Craft, A. (2010). Possibility thinking and wise creativity: educational futures in England? In R. A. Beghetto, & J. C. Kaufman (Eds.). Nurturing creativity in the classroom (pp. 289–312). Cambridge, United Kingdom: Cambridge University Press.
 Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2), 136–147. https://doi.org/10.1016/j.tsc.2007.09.003
Cropley, D. H., Patston, T. J. (2019). Supporting Creative Teaching and Learning in the Classroom: Myths, Models, and Measures. In: Mullen, C.A. (eds.) Creativity Under Duress in Education. Creativity Theory and Action in Education, Vol. 3. Springer, Cham. https://doi.org/10.1007/978-3-319-90272-2_15
Dai, D. Y., Tan, X., Marathe, D., Valtcheva, A., Pruzek, R. M., & Shen, J. (2012). Influences of social and educational environments on creativity during adolescence: Does SES matter?. Creativity Research Journal, 24(2-3), 191-199.‌ https://doi.org/10.1080/10400419.2012.677338
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8(1), 80-91.‌ https://doi.org/10.1016/j.tsc.2012.07.004
Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299.
https://doi.org/10.1037/edu0000133
Glăveanu, V. P. (2014). Revisiting the “art bias” in lay conceptions of creativity. Creativity
Research Journal, 26(1), 11–20. https://doi.org/10.1080/10400419.2014.873656
Grigorenko, E. L. (2019). Creativity: a challenge for contemporary education. Comparative Education, 55(1), 116-132.‌ https://doi.org/10.1080/03050068.2018.1541665
Harris, A., & De Bruin, L. R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. Journal of Educational Change, 19(2), 153-179.‌ https://doi.org/10.1007/s10833-017-9311-2
Heilmann, G., & Korte, W. B. (2010). The role of creativity and innovation in school curricula in the EU27: A content analysis of curricula documents. Seville, Spain: European Commission, Joint Research Centre, Institute for Prospective Technological Studies. Retrieved from http://ftp.jrc.es/EURdoc/JRC61106_TN.pdf.
Hosseini, A. S. (2008). Investigating the impact of the creativity teaching
program on teachers’ knowledge, attitude, and skills. Quarterly Journal of
Educational Innovations, 22(4), 67-72.
Hosseini, A. S. (2014). The effect of creativity model for creativity development in teachers. International Journal of Information and Education Technology, 4(2), 138-142.‌ http://dx.doi.org/10.7763/IJIET.2014.V4.385
Huang, X. (2021). Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity. Thinking Skills and Creativity, 41, 100889.‌ https://doi.org/10.1016/j.tsc.2021.100889
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(8), 57-65.‌ https://doi.org/10.1016/j.tate.2019.04.017et
Jamet, E., & Michinov, E. (2022). Effects of verbal and visual support on learning by tablet-based drawing. Computers & Education, 181, 104460. https://doi.org/10.1016/j.compedu.2022.104460
Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational studies, 30(1), 77-87.‌ https://doi.org/10.1080/0305569032000159750
Jónsdóttir, S. R. & Macdonald, A. (2013). Pedagogy and settings in innovation education. In L. V. Shavinina (ed.), The Routledge International Handbook of Innovation Education (pp. 273-287). London: Routledge.
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, 100820.‌ https://doi.org/10.1016/j.tsc.2021.100820
Kaufman, J. C. (2016). Creativity 101 (2nd ed.). New York, NY: Springer Publishing Company.
Kaufman, J.C., & Sternberg, R. J. (Eds.) (2019). Cambridge handbook of creativity (2nd ed.). New York, NY: Cambridge University Press. https://doi.org/10.1017/9781316979839.
Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ perceptions of creativity in the classroom. Creativity Research Journal, 30(2), 164-171.‌ https://doi.org/10.1080/10400419.2018.1446503
Liang, Q., Niu, W., Cheng, L., & Qin, K. (2022). Creativity Outside School: The Influence of Family Background, Perceived Parenting, and After-school Activity on Creativity. The Journal of Creative Behavior, 56(1), 138-157.‌ https://doi.org/10.1002/jocb.521
Patston, T., Cropley, D. H., Marrone, R. L., & Kaufman, J. C. (2018). Teacher implicit beliefs of
creativity: Is there an arts Bias? Teaching and Teacher Education, 75(7), 366-374. https://doi.org/10.1016/j.tate.2018.08.001
Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education, 70(2), 100-110.‌ https://doi.org/10.1016/j.tate.2017.11.012
Shalev-Shwartz, S. (2014). Selfieboost: A boosting algorithm for deep learning. arXiv preprint arXiv, 1411-3436. https://doi.org/10.48550/arXiv.1411.3436
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23(1), 58–66. https://doi.org/10.1016/j.tsc.2016.11.002.
Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics,
Creativity, and the Arts, 9(2), 115–117. https://doi.org/10.1037/aca0000007
Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12(4), 195-199.‌ https://doi/abs/10.1177/001698626801200401
Tuğrul, B., Uysal, H., Güneş, G., & Okutan, N. Ş. (2014). Picture of the creativity. Procedia-Social and Behavioral Sciences, 116(2), 3096-3100. https://doi.org/10.1016/j.sbspro.2014.01.714
van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2019). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100(10), 93-104.‌ https://doi.org/10.1016/j.chb.2019.06.017
Waghid, Y. (2003). Peters’ non-instrumental justification of education view revisited: Contesting the philosophy of outcomes-based education in South Africa. Studies in Philosophy and Education, 22(3/4), 245-265. https://doi.org/10.1023/A:1022873405630
Zhang, D., Zhou, Z., Gu, C., Lei, Y., & Fan, C. (2018). Family socio-economic status and parent-child relationships are associated with the social creativity of elementary school children: the mediating role of personality traits. Journal of Child and Family Studies, 27(9), 2999-3007.‌ https://doi.org/10.1007/s10826-018-1130-4
 
 
Journal of Applied Psychological Research
Volume 13, Issue 4
2022
Pages 19-35

Files

History

  • Receive Date: 21 June 2022
  • Revise Date: 10 August 2022
  • Accept Date: 03 September 2022
  • First Publish Date: 22 December 2022
  • Publish Date: 22 December 2022

Share

How to cite

Statistics