Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong

By Serene Chan, Mantak Yuen. 2014

155 citations recorded by the source corpus.

Abstract This small-scale exploratory study with 10 primary school teachers in Hong Kong investigated their views on creativity enhancement and the factors that facilitate or impede its development in schools. In particular, the study focused on teachers who were involved in gifted education and who have had training in creativity and gifted education. The study employed a qualitative research approach using semi-structured in-depth interviews. Four themes related to personal factors emerged: (a) personality traits; (b) motivation; (c) attitude; and (d) sense of purpose. In addition, there were two themes related to environmental factors: (a) school and (b) community. Implications for schools and for teacher education in the area of creativity are discussed.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3474b52005ca593124c1efecd625f813db4df619

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In Experimental and Cognitive Psychology

1. Punya Mishra
2. Carmen C. Richardson

Citations in the corpus

• Learning environments that support student creativity: Developing the SCALE (2018, background): “It is critical to investigate the ways teachers can create environments that support creativity in education because, while many teachers may believe developing students’ creativity is important, they may lack the pedagogical strategies to do so (Chan & Yuen, 2014).”