Manifestation and encouragement of creativity in primary school from the teachers’ perspective

dc.creator	Bodroža Bojana
dc.creator	Maksić Slavica
dc.creator	Pavlović Jelena
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:53:34Z
dc.date.available	2015-07-20T22:53:34Z
dc.identifier	10.2298/ZIPI1301108B
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/a4783d545ee7456a8ed9528852c25cbd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23807
dc.description	The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers’ opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers’ opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students’ creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students’ creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students’ creativity through their activities and personality traits, while seeing the school’s role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers’ concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers’ positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished. [Projekat Ministarstva nauke Republike Srbije, br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije i br. 179034: Od podsticanja inicijative, saradnje i kreativnosti u obrazovanju do novih uloga i identiteta u društvu]
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2013/0579-64311301108B.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 45, Iss 1, Pp 108-130 (2013)
dc.subject	manifestation of creativity
dc.subject	encouragement of creativity
dc.subject	teachers
dc.subject	primary school
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Manifestation and encouragement of creativity in primary school from the teachers’ perspective
dc.type	article