Session Information
10 SES 07 B, Research on Values, Beliefs and Understandings in Teacher Education
Paper Session
Contribution
In order to keep up with the rapidly changing and developing world there is an increasing demand for individuals who are continuously aware of innovations, can adapt themselves to the conditions, think flexibly, find solutions to problems in short time. To be able to do all of these the individuals need to be creative. Creativity has been defined by many thinkers and researchers. Torrance, who leads the way among those, defines creativity as ‘‘a process of realizing the problem, generating ideas, finding unique solutions to unique problems and detailing and enriching these solutions’’ (Tennent & Berhelsen, 1997,cited in Isenberg & Jalongo, 2006).
The characteristic, being creative is not a privilege gifted only to a few people. However, creativity level of every person is different as it is in many other fields. (Bayhan, 2003). The success of individuals in their jobs depends on their creativity. When areas that require using creativity are taken into consideration it is observed that teaching has two different aspects. The first different aspect of teaching is the working area and the second is using daily creativity rather than eminent creativity (Chennabathi, 2007).
Teachers need to think creatively for an effective and education and teaching. Teachers must use their creativity in cases like including students in the process of education, coping with behavioral problems, transferring different equipments into education and utilizing them, enriching education activities, diversifying teaching techniques according to children’s learning conditions, enabling classroom management and responding to contingencies in the classroom.
It is thought that, self-efficacy belief might be effective in teachers’ using their creativity. Self-efficacy is handled in the Social Cognitive Theory that was established by Bandura. In this theoretical framework Bandura defines self-efficacy as individuals’ confidence in their own skills that affects their behaviors and motivation (Pajares & Schunk, 2001). People are endeavoring to create some differences in their lives through environments they create and environments they choose. Individuals’ activities and environments are also affected by their individual confidence in self-efficacy (Wood & Bandura, 1989). In this respect, creating learning environments that support the development of cognitive skills depends on efficacious and talented teachers who have mastered their subjects, and have a high sense of efficacy about their teaching capabilities (Ashton & Webb, 1986; Gibson & Dembo, 1984 cited in Bandura 1989).
Tschannen-Moran, Woolfolk Hoy, and Hoy (1998) describe the teacher self-efficacy as a teacher’s belief in her or his skill to organize and accomplish the courses of action that needed to successfully fulfill a specific teaching assignment in a particular context (Siwatu, 2010). Efficacious teachers create classroom atmosphere in which academic and intellectual challenge are accompanied by the emotional support and encouragement (Pajares & Schunk, 2001).
While there is a large and growing mass of literature on the teachers’ self-efficacy beliefs and creativity, no studies were found on the relationship between the pre-service teachers’ self-efficacy and creativity.
Therefore, in this research the goal is examining whether or not there is a relationship between self-efficacy and creativity and self-efficacy belief affects creativity.
Method
Expected Outcomes
References
Bandura, A. (1989) "Cognitive Theory" Annals of Child Development, Vol.6 p:1-60 Chennabathni, R. (2005). Case-study of a creative teacher. A Thesis Submitted to McGill University In Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy in Educational Psychology. Canada. Isenberg, J. P. & Jalongo, M. R. (2006) “Creative Thinking and Arts-Based Learning” Preschool Through Fourth Grade”. New Jersey. Pearson Merrill Prentice Hall. Fourth Edition. Pajares, F & Schunk, D.H. (2001) “Self Beliefs and School Success: Self efficacy, self concept, and school achievement ” Riding, Richard J. (Editor); Rayner, Stephen G. (Editor). Self Perception. Westport,CT, USA: Greenwood Press,2001 p:242 Siwatu, O.K. (2010) "Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter?" Teaching and Teacher Education xxx (2010) 1-9 Wood, R & Bandura,A.(1989) "Social Cognitive Theory of Organizational Management" The Academy of Management Review, Vol. 14, No. 3 (Jul., 1989), pp. 361-384
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