Repository of Research and Investigative Information

Repository of Research and Investigative Information

Hormozgan University of Medical Sciences

Teacher Creativity in University Students’ Views: A Content Analysis

(2016) Teacher Creativity in University Students’ Views: A Content Analysis. International Journal of Pharmaceutical Research & Allied Sciences.

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Education plays a pivotal role in today’s world. It is clear that many factors including the learner’s background, teacher’s qualities and the learning environment affect the process of education. A teacher/instructor/lecturer has an important role in conveying and illustrating the material as well as in discovering the talented people and helping them to mature (1-6). It may be the case that one of the most important duties of teachers is to educate people in acquiring special talents and skills such as creativity. In 1959, Guilford defined creativity as a basic mental activity and ability which can be used for doing a new activity. Creativity is a basic ability and a necessary skill which is used for delineating the prospect of success and is the focal point in learning (7). Creativity is a person’s ability in effectively responding to the continuous change in the current changing world of challenges. It is a powerful tool for solving the problems, improving critical thinking and comprehension skills, teaching divergent thinking and improving the learning quality (8-14). Creativity is kind of skill which is taught by creative teachers (8, 9, 16, 17). Creative teaching is a part and parcel of a teacher’s personality and is manifested in his/her daily behavior (18). A teacher who works against the grain of tradition and includes in his/her classes such things as comprehensive experiences, open-ended questions, free discussions, freedom of expression and minimum class control has definitely practiced creativity (8). Creativity leads to better comprehension and fosters intellectual, emotional and social growth. For a teacher to be creative one needs a creative learning environment with the following characteristics: proposing alternative answers to the problems discussed in the class, supporting any effort for creating creativity and finally, using advanced class management strategies (9). Creative instruction includes different aspects such as interaction (learner-learner and learner-teacher), independence and autonomy, control and innovation (8). A creative teacher can make a difference in the process of creative and inquisitive learning, thus changing the learners’ assumptions about effective learning (12). Creativity can also improve the autonomy, selfconfidence, personal growth and proficiency of the teachers themselves (9, 19). Although the significance of creative instruction has been highlighted by many studies, the prerequisites for such a form of instruction remain understudied, especially the role that a creative teacher plays in the process (15, 18, 20). Since doing a research about creative teachers and their characteristics necessitates a comprehensive understanding of the definition and characteristics of a creative teacher and also because of the lack of any previous comprehensive study on the topic, the present study aimed to carry out a qualitative content analysis of the nursing students’ view about the criteria for a creative teacher. A qualitative content analysis allows the researchers to interpret the validity and reliability of the data in non-quantitative but scientific way (21). Alongside with other qualitative methods, the qualitative content analysis is used in nursing studies and instruction. This method includes an inductive generalization of the categories

Item Type: Article
Keywords: none
Subjects: general
Divisions: Education Vice-Chancellor Department > Faculty of Nursing and Midwifery > Department of Nursing
Depositing User: مرکز تحقیقات غدد و متابولیسم

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