@conference{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2021",
abstract = "Implicitne teorije kreativnosti čini skup uverenja o prirodi i razvoju kreativnosti koji
utiče na to kako će kreativnost biti percipirana i kako će biti podržana u realnim
uslovima. U tom smislu, uverenja nastavnika o kreativnosti predstavljaju značajan aspekt njihovog odnosa prema kreativnosti učenika. U saopštenju se predstavljaju
rezultati ispitivanja uverenja vaspitača i nastavnika o kreativnosti i njenom
ispoljavanju u obrazovnom kontekstu. Cilj studije bio je da se identifikuju uverenja
vaspitača i nastavnika koji rade na različitim nivoima formalnog obrazovanja. U
ispitivanju su učestvovali vaspitači iz predškolskih ustanova, nastavnici osnovne
škole, nastavnici srednje škole i univerzitetski nastavnici (N=645). Među ispitanicima
su preovladavale žene (77,7%), dok je prosečna starost ispitanika bila 42 godine.
Primenjen je Upitnik za ispitivanje implicitnih teorija o kreativnosti sa otvorenim i
zatvorenim pitanjima. Analizirani su odgovori na pitanja o konceptu i ispoljavanju
kreativnosti na svim nivoima vaspitanja i obrazovanja. Prikupljeni podaci obrađeni su
primenom tematske analize sa unapred definisanim kodnim sistemom u okviru 4P
Modela kreativnosti. Kvantitativna analiza je obuhvatila testiranje razlika u
uverenjima vaspitača i tri grupe nastavnika. Utvrđeno je da su vaspitači i nastavnici
dominantno definisa kreativnost kao kreativnu osobu (ličnost, sposobnosti,
motivacija, znanje, talenat), dok su manifestacije kreativnosti češće viđene kao
kreativni procesi (kognitivni, ekspresivni, praktični, imaginativni). Određivanje
kreativnosti kao svojstva osobe nazvano je implicitni individualizam, a opažanje
kreativnosti kao procesa implicitni aktivizam, što je bilo uporedivo sa naučnim
teorijama kreativnosti. Dihotomija koja se pojavljuje u naučnim teorijama, gde
dominira individualističko tumačenje kreativnosti odraslih i procesno tumačenje
kreativnosti dece, kod nastavnika se javlja kao razlika između konceptualizacije i
percepcije kreativnosti u obrazovnom procesu. Dobijeni rezultati diskutovani su u
kontekstu potrebe za povezivanjem procesnog opažanja ispoljavanja kreativnosti sa
individualističkim definicijama kreativnosti radi pružanja adekvatne obrazovne
podrške kreativnosti. Obrazovna podrška opravdana je opažanjem kreativnosti kao
procesa na koje se može uticati, ali ostaje nejasno da li i kada će ta podrška doprineti
razvoju kreativne osobe. Zaključeno je da vaspitači i nastavnici treba da se upoznaju
sa sopstvenim uverenjima u cilju izbegavanja njihovih ograničavajućih efekata na
kreativnost njihovih učenika i studenata., Implicit theories of creativity are a set of beliefs about the nature and nurture of
creativity that affect how creativity will be perceived and how it will be supported in
real life conditions. In this sense, teachers’ beliefs about creativity are relevant
aspects of the way they relate to creativity of their students. Here are presented
results of a study into teachers’ beliefs on creativity and its manifestation in
education settings. The goal of the study was to identify beliefs of teachers working
at different levels of formal education. Teachers who participated in the study came from preschool institutions, primary school, secondary school, and higher education
(N=645). Majority of participants were women (77.7%), while the average age of the
participants was 42 years. It was administered The Implicit Theories of Creativity
Questionnaire with multiple open-ended and closed questions. We analyzed
teachers’ answers to questions regarding their definition of creativity and its
manifestation at all levels of schooling. Collected data were analysed by means of
thematic analysis with a predefined coding system within the framework of the 4P’
Model of creativity. Quantitative analysis included testing differences in beliefs of
four groups of teachers. It was found that teachers from all levels of schooling
dominantly defined creativity as a creative person (personality, ability, motivation,
knowledge, talent), while manifestations of creativity were more frequently seen as
a creative process (cognitive, expressive, practical, imaginative). Defining creativity
as a creative person was called implicit individualism, and perceiving creativity as a
creative process was called implicit activism, which was comparable to scientific
theories of creativity. The dichotomy that appears in scientific theories, where the
individualistic interpretation of adult creativity and the process interpretation of
children's creativity dominate, appears in teachers’ beliefs as the difference
between conceptualization and perception of creativity in the educational process.
The obtained results were discussed in the context of the need to connect the
process perception of creativity with individualistic definition of creativity in order
to provide adequate educational support for creativity. Educational support is
justified by the perception of creativity as a process that can be influenced, but it
remains unclear whether and when this support will contribute to the development
of a creative person. It was concluded that teachers need to learn about their own
beliefs in order to avoid their limiting effects on students’ creativity.",
publisher = "Novi Sad : Faculty of Philosophy",
journal = "Current trends in psychology 2021",
title = "Teachers' beliefs about creativity: From individualism to activism, Uverenja vaspitača i nastavnika o kreativnosti: od individualizma do aktivizma",
pages = "182-180",
url = "https://hdl.handle.net/21.15107/rcub_ipir_688"
}
