Original article | Open Access
Educational Policy Analysis and Strategic Research 2022, Vol. 17(1) 58-87
Pre-Service Teachers' Evaluations of Creativity in Higher Education
pp. 58 - 87 | DOI: https://doi.org/10.29329/epasr.2022.248.4
Publish Date: March 01, 2022 | Single/Total View: 140/493 | Single/Total Download: 224/805
Abstract
Creativity is recognized as an integral skill of the 21st century. For this reason, it is important for educators to learn how to nurture their students' creativity and find means of evoking it in the classroom. It is believed that creativity, a trademark of this age of innovation, can be developed with a suitable educational environment and can be taught when appropriate conditions are provided. The role and importance of universities, especially faculties of education, which elicit the development and application of new ideas, cannot be denied. This study aimed to help pre-service teachers define creativity and evaluate their undergraduate education processes in terms of gaining and using creativity-based skills. In accordance with the nature of the qualitative research, the study group of the research was selected using a random sampling strategy. The study group of the research consisted of 197 pre-service teachers being educated in the faculty of education of a state university in their final year. The data collected and entered into the online data collection form was acquired using content analysis.
Keywords: Creativity, Higher Education, Preservice Teachers
APA 7th edition
Apaydin, S., & Guven, S. (2022). Pre-Service Teachers’ Evaluations of Creativity in Higher Education. Educational Policy Analysis and Strategic Research, 17(1), 58-87. https://doi.org/10.29329/epasr.2022.248.4
Harvard
Apaydin, S. and Guven, S. (2022). Pre-Service Teachers’ Evaluations of Creativity in Higher Education. Educational Policy Analysis and Strategic Research, 17(1), pp. 58-87.
Chicago 16th edition
Apaydin, Sezen and Sibel Guven (2022). "Pre-Service Teachers’ Evaluations of Creativity in Higher Education". Educational Policy Analysis and Strategic Research 17 (1):58-87. https://doi.org/10.29329/epasr.2022.248.4
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