Perceptions of preservice preschool teachers on concept of creativity
Abstract
The aim of this study is to determine perceptions of preservice preschool teachers on concept of creativity. Sixty preservice preschool teachers were included in the study conducted with the qualitative research design. In the first stage of the data collection process, the preservice preschool teachers were asked to define creativity. In the second stage, they were asked to explain the concept of creativity by drawing a picture. They were allowed to write explanations on their pictures about what they had drawn. The data of the study included definitions and pictures made by the preservice preschool teachers. Content analysis method was employed to analyse the data. The findings of the study indicated that preservice preschool teachers emphasised that an individual should have some personality traits to exhibit creativity, they reflected this on the pictures they drew, they highlighted that a person’s creative ideas during the creativity process should be at most original, they also reflected the creativity process on their pictures they drew, they declared that a creative product should have an original and functional/useful quality, they reflected creativity as the ability to produce a functional (useful) and original product on the pictures they drew for the creative product, and they stated that the environmental features supporting the formation of creativity should be free and natural without any limitation, restriction and direction.
Keyword : content analysis, creativity, perception, preschool education, preservice preschool teachers
How to Cite
Sali, G., & Özbay Özdemir, İpek. (2023). Perceptions of preservice preschool teachers on concept of creativity. Creativity Studies, 16(2), 708–725. https://doi.org/10.3846/cs.2023.16091
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Chiu, Ch., & Kwan, L. Y.-Y. (2010). Culture and creativity: A process model. Management and Organization Review, 6(3), 447–461. https://doi.org/10.1111/j.1740-8784.2010.00194.x
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Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–131. https://doi.org/10.1207/s15430421tip3903_2
Dimov, D. (2007). Beyond the single-person, single-insight attribution in understanding entrepreneurial opportunities. Entrepreneurship Theory and Practice, 31(5), 713–731. https://doi.org/10.1111/j.1540-6520.2007.00196.x
Dirim, A. (2002). Okul Öncesi Eğitimde Yaratıcı Drama. Esin Yayınları.
Fryer, M., & Collings, J. A. (1991). Teachers’ views about creativity. British Journal of Educational Psychology, 61(2), 207–219. https://doi.org/10.1111/j.2044-8279.1991.tb00976.x
Glăveanu, V. P. (2011). Children and creativity: A most (un)likely pair? Thinking Skills and Creativity, 6(2), 122–131. https://doi.org/10.1016/j.tsc.2011.03.002
Guilford, J. P. (1950). Creativity. The American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487
Gültekin, M. (2004). Öğretme-öğrenme sürecinde yeni yaklaşımlar. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 25–51.
Halpin, D. (2003). Hope and education: The role of the Utopian ımagination. Routledge. https://doi.org/10.4324/9780203468012
Hee Kim, K. (2006). Can we trust creativity tests? A review of the Torrance tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kağıtçıbaşı, Ç., & Özgediz, S. (1979). Okul öncesi eğitim kurumlarında yaratıcı faaliyetler. Ankara Okulu Yayınları.
Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve üstün yetenekliliğin zeka kuramları açısından değerlendirilmesi. Buca Eğitim Fakültesi Dergisi, 40, 86–106.
Karaçelik, S. (2009). Okul öncesi öğretmenleri ve öğretmen adaylarının yaratıcı düşünme beceri düzeylerinin incelenmesi [Master’s Thesis, Muğla Sıtkı Koçman University]. Muğla, Turkey. https://acikbilim.yok.gov.tr/handle/20.500.12812/429345
Karlıdağ, İ., & Gönen, M. (2019). Okul Öncesi Eğitim Ortamının Kalitesinin Çocukların Yaratıcılığına Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 928–960.
Kaufman, J. C., & Beghetto, R. A. (2013). Do people recognize the Four Cs? Examining Layperson conceptions of creativity. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 229–236. https://doi.org/10.1037/a0033295
Kokotsaki, D. (2012). Pre-service student-teachers’ conceptions of creativity in the primary music classroom. Research Studies in Music Education, 34(2), 129–156. https://doi.org/10.1177/1321103X12466770
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. İn J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.004
Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13(3–4), 295–308. https://doi.org/10.1207/S15326934CRJ1334_07
Lubart, T., Mouchiroud, Ch., Tordjman, S., & Zenasni, F. (2015). Psychologie de la créativité. Armand Colin.
MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484–495. https://doi.org/10.1037/h0046541
Maslow, A. H. (Ed.). (1959). New knowledge in human values. HarperCollins.
Mayesky, M. (2003). How to foster creativity in all children. Thomson/Delmar Learning.
Mindham, C. (2005). Creativity and the young child. Early Years: An International Research Journal, 25(1), 81–84. https://doi.org/10.1080/09575140500043245
Mullet, D. R., Willerson, A., Lamba, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30. https://doi.org/10.1016/j.tsc.2016.05.001
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27–43. https://doi.org/10.1037/0033-2909.103.1.27
Newton, L., & Beverton, S. (2012). Pre-service teachers’ conceptions of creativity in elementary school English. Thinking Skills and Creativity, 7(3), 165–176. https://doi.org/10.1016/j.tsc.2012.02.002
Önder, A. (2003). Okul Öncesi Çocukları Için Eğitici Drama Uygulamaları. Morpa Kültür Yayınları.
Özaşkın, A. G., & Bacanak, A. (2016). Eğitimde yaratıcılık çalışmaları: neler biliyoruz? Eğitim ve Öğretim Araştırmaları Dergisi, 25, 212–226.
Quinn Patton, M. (2014). Nitel araştırma ve değerlendirme yöntemleri. Pegem Akademi.
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305–310.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687. https://doi.org/10.1146/annurev.psych.55.090902.141502
Runco, M. A., Nemiro, J., & Walberg, H. J. (1998). Personal explicit theories of creativity. Journal of Creative Behavior, 32(1), 1–17. https://doi.org/10.1002/j.2162-6057.1998.tb00803.x
Salı, G. (2019). Öğretmenlerin Yaratıcılıkları ile Empatik Becerilerinin Bazı Değişkenlere Göre Incelenmesi. Kastamonu Eğitim Dergisi, 27(6), 2369–2378. https://doi.org/10.24106/kefdergi.2987
Salı, G., & Köksal Akyol, A. (2015). Creativity of preschool and elementary school teachers and their students. Perceptual and Motor Skills: Learning and Memory, 121(3), 759–765. https://doi.org/10.2466/22.PMS.121c27x2
Sternberg, R. J., & Lubart, T. I. (2004). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003
Sungur, N. (1997). Yaratıcı Düşünce. Evrim Yayınları.
Şahin Zeteroğlu, E., Doğan, Y., & Taner Derman, M. (2012). Determining the opinions of preschool and primary school teacher candidates on creativity and metaphorical perception. Educational Sciences: Theory and Practice, Special Issue(Autumn), 3135–3152.
Şimşek, H., & Yıldırım, A. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
Torrance, E. P. (1987). Teaching for creativity. İn S. G. Isaksen (Ed.), Frontiers of creativity research: Beyond the basics (pp. 189–215). Bearly Limited.
Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry, 4(3), 232–234. https://doi.org/10.1207/s15327965pli0403_17
Torrance, E. P., & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23(2), 136–145. https://doi.org/10.1002/j.2162-6057.1989.tb00683.x
Töremen, F. (2003). Creative school and administration. Educational Sciences: Theory and Practice, 3(1), 248–253.
Urban, K. K. (1991). Recent trends in creativity research and theory in Western Europe. European Journal for High Ability, 1(1), 99–113. https://doi.org/10.1080/0937445900010114
Uzun, E. (2019). Erken çocukluk döneminde yaratıcı düşünme ile kendini düzenleme becerisinin bağlantılarının incelenmesi [Master’s Thesis, Istanbul University]. Istanbul, Turkey. http://nek.istanbul.edu.tr:4444/ekos/TEZ/ET000072.pdf
Wong, S., & Pang, L. (2003). Motivators to creativity in the hotel ındustry – perspectives of managers and supervisors. Tourism Management, 24(5), 551–559. https://doi.org/10.1016/S0261-5177(03)00004-9
Zeytun, S. (2010). Okul öncesi öğretmenliği öğrencilerinin yaratıcılık ve problem çözme düzeyleri arasındaki ilişkinin incelenmesi [Master’s Thesis, Dokuz Eylül University]. İzmir, Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/571574/yokAcikBilim_383223.pdf?sequence=-1&isAllowed=y
Ardichvili, A., Cardozo, R., & Ray, S. (2003). A theory of entrepreneurial opportunity identification and development. Journal of Business Venturing, 18(1), 105–123. https://doi.org/10.1016/S0883-9026(01)00068-4
Bolden, D. S., Harries, T. V., & Newton, D. P. (2010). Pre-service primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics, 73, 143–157. https://doi.org/10.1007/s10649-009-9207-z
Broinowski, I. (2018). Creative childcare practice: Program design in early childhood. Lulu Press, Inc.
Butcher, J. L., & Niec, L. N. (2005). Disruptive behaviors and creativity in childhood: The importance of affect regulation. Creativity Research Journal, 17(2–3), 181–193. https://doi.org/10.1080/10400419.2005.9651478
Chiu, Ch., & Kwan, L. Y.-Y. (2010). Culture and creativity: A process model. Management and Organization Review, 6(3), 447–461. https://doi.org/10.1111/j.1740-8784.2010.00194.x
Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 297–312). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.017
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–131. https://doi.org/10.1207/s15430421tip3903_2
Dimov, D. (2007). Beyond the single-person, single-insight attribution in understanding entrepreneurial opportunities. Entrepreneurship Theory and Practice, 31(5), 713–731. https://doi.org/10.1111/j.1540-6520.2007.00196.x
Dirim, A. (2002). Okul Öncesi Eğitimde Yaratıcı Drama. Esin Yayınları.
Fryer, M., & Collings, J. A. (1991). Teachers’ views about creativity. British Journal of Educational Psychology, 61(2), 207–219. https://doi.org/10.1111/j.2044-8279.1991.tb00976.x
Glăveanu, V. P. (2011). Children and creativity: A most (un)likely pair? Thinking Skills and Creativity, 6(2), 122–131. https://doi.org/10.1016/j.tsc.2011.03.002
Guilford, J. P. (1950). Creativity. The American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487
Gültekin, M. (2004). Öğretme-öğrenme sürecinde yeni yaklaşımlar. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 25–51.
Halpin, D. (2003). Hope and education: The role of the Utopian ımagination. Routledge. https://doi.org/10.4324/9780203468012
Hee Kim, K. (2006). Can we trust creativity tests? A review of the Torrance tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kağıtçıbaşı, Ç., & Özgediz, S. (1979). Okul öncesi eğitim kurumlarında yaratıcı faaliyetler. Ankara Okulu Yayınları.
Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve üstün yetenekliliğin zeka kuramları açısından değerlendirilmesi. Buca Eğitim Fakültesi Dergisi, 40, 86–106.
Karaçelik, S. (2009). Okul öncesi öğretmenleri ve öğretmen adaylarının yaratıcı düşünme beceri düzeylerinin incelenmesi [Master’s Thesis, Muğla Sıtkı Koçman University]. Muğla, Turkey. https://acikbilim.yok.gov.tr/handle/20.500.12812/429345
Karlıdağ, İ., & Gönen, M. (2019). Okul Öncesi Eğitim Ortamının Kalitesinin Çocukların Yaratıcılığına Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 928–960.
Kaufman, J. C., & Beghetto, R. A. (2013). Do people recognize the Four Cs? Examining Layperson conceptions of creativity. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 229–236. https://doi.org/10.1037/a0033295
Kokotsaki, D. (2012). Pre-service student-teachers’ conceptions of creativity in the primary music classroom. Research Studies in Music Education, 34(2), 129–156. https://doi.org/10.1177/1321103X12466770
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. İn J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.004
Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13(3–4), 295–308. https://doi.org/10.1207/S15326934CRJ1334_07
Lubart, T., Mouchiroud, Ch., Tordjman, S., & Zenasni, F. (2015). Psychologie de la créativité. Armand Colin.
MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484–495. https://doi.org/10.1037/h0046541
Maslow, A. H. (Ed.). (1959). New knowledge in human values. HarperCollins.
Mayesky, M. (2003). How to foster creativity in all children. Thomson/Delmar Learning.
Mindham, C. (2005). Creativity and the young child. Early Years: An International Research Journal, 25(1), 81–84. https://doi.org/10.1080/09575140500043245
Mullet, D. R., Willerson, A., Lamba, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30. https://doi.org/10.1016/j.tsc.2016.05.001
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27–43. https://doi.org/10.1037/0033-2909.103.1.27
Newton, L., & Beverton, S. (2012). Pre-service teachers’ conceptions of creativity in elementary school English. Thinking Skills and Creativity, 7(3), 165–176. https://doi.org/10.1016/j.tsc.2012.02.002
Önder, A. (2003). Okul Öncesi Çocukları Için Eğitici Drama Uygulamaları. Morpa Kültür Yayınları.
Özaşkın, A. G., & Bacanak, A. (2016). Eğitimde yaratıcılık çalışmaları: neler biliyoruz? Eğitim ve Öğretim Araştırmaları Dergisi, 25, 212–226.
Quinn Patton, M. (2014). Nitel araştırma ve değerlendirme yöntemleri. Pegem Akademi.
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305–310.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687. https://doi.org/10.1146/annurev.psych.55.090902.141502
Runco, M. A., Nemiro, J., & Walberg, H. J. (1998). Personal explicit theories of creativity. Journal of Creative Behavior, 32(1), 1–17. https://doi.org/10.1002/j.2162-6057.1998.tb00803.x
Salı, G. (2019). Öğretmenlerin Yaratıcılıkları ile Empatik Becerilerinin Bazı Değişkenlere Göre Incelenmesi. Kastamonu Eğitim Dergisi, 27(6), 2369–2378. https://doi.org/10.24106/kefdergi.2987
Salı, G., & Köksal Akyol, A. (2015). Creativity of preschool and elementary school teachers and their students. Perceptual and Motor Skills: Learning and Memory, 121(3), 759–765. https://doi.org/10.2466/22.PMS.121c27x2
Sternberg, R. J., & Lubart, T. I. (2004). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003
Sungur, N. (1997). Yaratıcı Düşünce. Evrim Yayınları.
Şahin Zeteroğlu, E., Doğan, Y., & Taner Derman, M. (2012). Determining the opinions of preschool and primary school teacher candidates on creativity and metaphorical perception. Educational Sciences: Theory and Practice, Special Issue(Autumn), 3135–3152.
Şimşek, H., & Yıldırım, A. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
Torrance, E. P. (1987). Teaching for creativity. İn S. G. Isaksen (Ed.), Frontiers of creativity research: Beyond the basics (pp. 189–215). Bearly Limited.
Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry, 4(3), 232–234. https://doi.org/10.1207/s15327965pli0403_17
Torrance, E. P., & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23(2), 136–145. https://doi.org/10.1002/j.2162-6057.1989.tb00683.x
Töremen, F. (2003). Creative school and administration. Educational Sciences: Theory and Practice, 3(1), 248–253.
Urban, K. K. (1991). Recent trends in creativity research and theory in Western Europe. European Journal for High Ability, 1(1), 99–113. https://doi.org/10.1080/0937445900010114
Uzun, E. (2019). Erken çocukluk döneminde yaratıcı düşünme ile kendini düzenleme becerisinin bağlantılarının incelenmesi [Master’s Thesis, Istanbul University]. Istanbul, Turkey. http://nek.istanbul.edu.tr:4444/ekos/TEZ/ET000072.pdf
Wong, S., & Pang, L. (2003). Motivators to creativity in the hotel ındustry – perspectives of managers and supervisors. Tourism Management, 24(5), 551–559. https://doi.org/10.1016/S0261-5177(03)00004-9
Zeytun, S. (2010). Okul öncesi öğretmenliği öğrencilerinin yaratıcılık ve problem çözme düzeyleri arasındaki ilişkinin incelenmesi [Master’s Thesis, Dokuz Eylül University]. İzmir, Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/571574/yokAcikBilim_383223.pdf?sequence=-1&isAllowed=y