Does Creativity Have a Place in Classroom Discussions? Prospective Teachers' Response Preferences.

By R. Beghetto. 2007

242 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/9e6df0c91a20352b568637acae3712a4c20d071f

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In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity (2013, background): “Even beyond teachers’ perceptions of individual creative students, teachers tend to prefer expected and immediately relevant answers rather than unique responses that demonstrate creativity (Beghetto, 2007, 2009; Westby & Dawson, 1995).”
Pre-service ELT Teachers’ Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs) (2019, background): “313) It is imperative for teacher education programs that they develop, model, and assess what it means to be creative (Beghetto, 2007) Pre-service teacher must demonstrate ability to work effectively and respectfully with diverse teams; Exercise flexibility and willingness to be helpful in making n”
I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity (2016, background): “Third, individuals with high CSE are more likely to consider failure as an opportunity to learn (as demonstrated in studies linking CSE with mastery goal orientation involving willingness to learn from failure, Beghetto, 2006, 2007).”
Correlates of intellectual risk taking in elementary school science (2009, unknown): “…found patterns in prospective teachers’ general preferences for the expression of expected (as opposed to unique) ideas during classroom discussions (Beghetto, 2007b) as well as somewhat narrow conceptions of students’ prior knowledge that (left unchecked) may underwrite dismissive (or…”
Beyond Big and Little: The Four C Model of Creativity (2009, background): “Teachers, for example, have been found to devalue creative students, in part because they associate creativity with nonconformity, impulsivity, and disruptive behavior (e.g., Beghetto, 2007b; Cropley, 1992; Dawson, 1997; Scott, 1999; Westby & Dawson, 1995).”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “In the context of mathematics education, a general tendency to see mathematics as the acquisition of algorithms (Kennedy, 2005; Beghetto, 2007) and to associate creativity with the arts may incline pre-service teachers and newly qualified teachers to neglect it in mathematics, particularly when…”
Learning environments that support student creativity: Developing the SCALE (2018, background): “Beghetto (2007) studied classroom discussions and discovered that teachers tend to prefer relevant responses over unique ones with a substantial portion of the teachers in his study regarding unique answers as disruptive or distracting.”