Scholarly record

CREATIVITY AND REFLECTIVENESS OF POLISH PRIMARY EDUCATION TEACHERS

Iwona Czaja-Chudyba

Abstract

Creative competencies of teacher constitute the area explored by educators for many years. Conception of teacher as reflective practitioner is also the important direction for training and supporting the teachers in their profession. The essential role plays here the feature of reflectiveness understood as self-knowledge, meta-cognition and thinking over different contexts of reality for which the genesis is uncertainty, feeling of ambiguity and doubts. As for creative development the significant features seem to be originality, independence, novelty and openness for changes, then for reflectiveness there are underlined critical competencies, deliberation and scepticism. Important and not quite obvious is thus determination of relationship between creativity for primary education teachers and their reflectiveness, that was the major aim of conducted researches. The formulated problems were related to the following questions: what is the level of distinguished features connected with creativity and reflectiveness within the research group and what is the relationship between the mentioned features. Investigations by diagnostic probe method (questionnaire) as well as by psychological tests were carried within the years 2017-2018 on the group of 209 Polish primary education teachers. In conducted analysis there were taken into account: originality, fluency, flexibility and elaboration, level of creative thinking measured by the TCT-DP test by K. Urban and H. Jellen, non-conformity and heuristic thinking determined by Polish creative behaviour questionnaire KANH as well as critical and analytical thinking aspects, inquisitiveness, paying attention to complexity, acceptation of uncertainty and ambiguity measured by the AuthorВ’s Reflectiveness and Creativity Questionnaire. Obtained results indicate the average level of teachersВ’ creative and heuristic thinking, and rather low originality, flexibility, elaboration, fluency, criticism, inquisitiveness and self-reflectiveness as well as high conformity. There were also distinguished statistically important relations between the most of features related to creativity and reflectiveness. Within the light of results it may be pointed out the necessity to propagate the projects and trainings aiming to stimulate independence, originality and flexibility at primary education teachers and to crate the situations leading teachers to self-reflectiveness, constructive criticism and reflection over their own work.

Publication Impact Profile

No metrics available.

PLUMX see details

DOI resolver: doi.org/10.5593/sgemsocial2018/3.5/S13.016

Publication details

Back to publication list