The aim of this paper is to investigate implicit theories of educational researchers on creativity and the potential to support creativity in schools. We used qualitative thematic analysis of material produced by 27 educational experts from Serbia. Personal explicit theories about manifestations of creativity are mainly based on qualities and behavior of a creative person, while there are notable differences in manifestations of creativity at different ages. There is a prevalent belief that the school can contribute to the development of creativity to a large extent. The paper broadens the field of investigation into implicit theories on creativity, from exploring the creative personality to a developmental dimension of creativity and to the possibilities of supporting creativity in the school setting.
Keywords:
creativity / implicit theories / educational researchers / qualitative study
Source:
High Ability Studies, 2011, 22, 2, 219-231
Publisher:
Routledge Journals, Taylor & Francis Ltd, Abingdon
TY - JOUR
AU - Maksić, Slavica
AU - Pavlović, Jelena
PY - 2011
UR - http://ipir.ipisr.org.rs/handle/123456789/183
AB - The aim of this paper is to investigate implicit theories of educational researchers on creativity and the potential to support creativity in schools. We used qualitative thematic analysis of material produced by 27 educational experts from Serbia. Personal explicit theories about manifestations of creativity are mainly based on qualities and behavior of a creative person, while there are notable differences in manifestations of creativity at different ages. There is a prevalent belief that the school can contribute to the development of creativity to a large extent. The paper broadens the field of investigation into implicit theories on creativity, from exploring the creative personality to a developmental dimension of creativity and to the possibilities of supporting creativity in the school setting.
PB - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2 - High Ability Studies
T1 - Educational researchers' personal explicit theories on creativity and its development: a qualitative study
EP - 231
IS - 2
SP - 219
VL - 22
DO - 10.1080/13598139.2011.628850
ER -
@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2011",
url = "http://ipir.ipisr.org.rs/handle/123456789/183",
abstract = "The aim of this paper is to investigate implicit theories of educational researchers on creativity and the potential to support creativity in schools. We used qualitative thematic analysis of material produced by 27 educational experts from Serbia. Personal explicit theories about manifestations of creativity are mainly based on qualities and behavior of a creative person, while there are notable differences in manifestations of creativity at different ages. There is a prevalent belief that the school can contribute to the development of creativity to a large extent. The paper broadens the field of investigation into implicit theories on creativity, from exploring the creative personality to a developmental dimension of creativity and to the possibilities of supporting creativity in the school setting.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "High Ability Studies",
title = "Educational researchers' personal explicit theories on creativity and its development: a qualitative study",
pages = "231-219",
number = "2",
volume = "22",
doi = "10.1080/13598139.2011.628850"
}
Maksić, S.,& Pavlović, J. (2011). Educational researchers' personal explicit theories on creativity and its development: a qualitative study.
High Ability Studies
Routledge Journals, Taylor & Francis Ltd, Abingdon., 22(2), 219-231.
https://doi.org/10.1080/13598139.2011.628850
Maksić S, Pavlović J. Educational researchers' personal explicit theories on creativity and its development: a qualitative study. High Ability Studies. 2011;22(2):219-231
Maksić Slavica, Pavlović Jelena, "Educational researchers' personal explicit theories on creativity and its development: a qualitative study" High Ability Studies, 22, no. 2 (2011):219-231,
https://doi.org/10.1080/13598139.2011.628850 .
