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dc.creatorMaksić, Slavica
dc.creatorSpasenović, Vera
dc.date.accessioned2021-03-17T13:39:28Z
dc.date.available2021-03-17T13:39:28Z
dc.date.issued2018
dc.identifier.issn1040-0419
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/299
dc.description.abstractThis article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.en
dc.publisherRoutledge Journals, Taylor & Francis Ltd, Abingdon
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsrestrictedAccess
dc.sourceCreativity Research Journal
dc.subjectstudents
dc.subjectcreativity
dc.subjectuniversity studies
dc.titleEducational Science Students' Implicit Theories of Creativityen
dc.typearticle
dc.rights.licenseARR
dc.citation.epage294
dc.citation.issue3
dc.citation.other30(3): 287-294
dc.citation.rankM23
dc.citation.spage287
dc.citation.volume30
dc.identifier.doi10.1080/10400419.2018.1488200
dc.identifier.scopus2-s2.0-85053551002
dc.identifier.wos000444993600007
dc.type.versionpublishedVersion


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