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ERIC Number: EJ948850
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0022-0175
Creative Justice? The Relationship between Prospective Teachers' Prior Schooling Experiences and Perceived Importance of Promoting Student Creativity
Beghetto, Ronald A.
Journal of Creative Behavior, v40 n3 p149-162 2006
Prospective teachers (N = 117) enrolled in an introductory educational psychology course completed questions measuring their perceptions of past schooling experiences, current views regarding the importance of promoting student creativity, and their perceived ability to promote creativity. Statistically significant differences were found between the low importance and high importance groups. Prospective teachers who viewed promoting creativity of students as highly important were significantly less likely to indicate that they enjoyed school. In addition, prospective teachers in the high importance group indicated significantly lower levels of experiencing belongingness (relatedness) and significantly lower self-judgments of their past ability to be successful in school (competence). Judgments regarding the choices afforded in school (autonomy) were mixed, but favored prospective teachers who placed less importance on promoting student creativity. Finally, prospective teachers who viewed promoting student creativity as highly important were significantly more likely to indicate that they had the ability to promote student creativity. A creative-justice hypothesis was derived from these results. This hypothesis posits that individuals committed to promoting creativity are driven by their own past experiences with creativity diminishing environments. These individuals then seek out opportunities to transform the experiences of new inhabitants in similar environments. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A