creativity

  • The art of building teacher’s skills and tools

    Author: Małgorzata Kabat
    Institution: Adam Mickiewicz University in Poznań
    Year of publication: 2017
    Source: Show
    Pages: 31-45
    DOI Address: https://doi.org/10.15804/IFforE2017.02
    PDF: iffe/10/iffe1002.pdf

    The concept of the art of building teacher’s skills and tools is seen as a potential for proficiency in didactic and educational activities. Individual predispositions conducive to teachers’ predictable and/or creative activities are demonstrated. R. J. Sternberg’s investment theory of creativity, which fits into the phases of teachers’ professional development, turns out to be helpful in forming their skills and tools. In each phase, both methodological models and creative solutions are sought, and as such, they are discussed by means of theoretical divagations and selected research findings.

  • Creativity and child education – a conceptual approach

    Author: Yésica Del Águila Ríos
    Institution: Cadiz University
    Year of publication: 2018
    Source: Show
    Pages: 28-34
    DOI Address: https://doi.org/10.15804/IFforE2018.02
    PDF: iffe/11/iffe1102.pdf

    This article aims to offer a broad view of the term creativity and to attempt to understand new ways of teaching and learning in early childhood education. It is necessary for educational administrations and schools to be aware so that it is committed to the design and development of didactic-pedagogical proposals that promote the improvement of the quality of teaching.

  • Children’s verbal creativity – ways of understanding and developing methods

    Author: Klaudia Żernik
    Institution: University of Zielona Góra
    Year of publication: 2018
    Source: Show
    Pages: 75-87
    DOI Address: https://doi.org/10.15804/IFforE2018.06
    PDF: iffe/11/iffe1106.pdf

    A language is a tool that helps human beings to discover the world. It enables naming things, objects, phenomena, as well as describing observed and experienced states and activities. With a use of language, everybody can express their feelings and attitude to others. A child naturally maneuvers a language and plays with it, disclosing its verbal creativity. Verbal creativity may be described as an ability of transforming previously heard sentences into new ones, original in terms of content, form and method of expression. The aim of this article is to explain the importance of verbal creativity in the process of growth of every human being. The article starts with an explanation of the creativity issue and one of its forms, verbal creativity. In the further part of the article, Howard Gardner’s linguistic intelligence is discussed, along with determinants of children’s verbal activity. Several examples of tasks, helping to develop children’s linguistic creativity close the article.

  • Creativity in pre-school children in view of their family life

    Author: Urszula Gembara
    Institution: University of Zielona Góra
    Year of publication: 2018
    Source: Show
    Pages: 88-96
    DOI Address: https://doi.org/10.15804/IFforE2018.07
    PDF: iffe/11/iffe1107.pdf

    Creativity is an important element of adaptation to the constantly changing world. Family environment is a natural place for creative development of young children. There are differences in the creativity of children and adults both in terms of its form and content. They result from mental differences related to the developmental period. The creative potential of the family is influenced by the psychological diversity of family members. The article presents some activities of everyday life with family environment, which can be used to develop creativity in pre-school children. These include: observing adults, joint household chores performed by children with their parents, solving everyday problems together and playing together. The text also discusses some issues related to conditions conducive to successful support of children’s creativity.

  • Emerging technologies and creativity in initial training of pre-school teachers

    Author: Noemí Serrano Díaz
    Institution: Universidad de Cádiz
    Year of publication: 2018
    Source: Show
    Pages: 99-106
    DOI Address: https://doi.org/10.15804/IFforE2018.08
    PDF: iffe/11/iffe1108.pdf

    Nowadays, creativity is a growing value due to its close relationship with problem solving and entrepreneurship. In this paper, we present the actions that are being carried out in the Children’s Education Workshop of the University of Cadiz in relation to the promotion of creativity with 3D technology. The actions are being carried out in both Higher Education and Early Childhood Education (ECE). On the one hand, we are working with the design and creation of didactic material with 3D technology with our students in initial training and future pre-school teachers, and on the other hand, with children from pre-school stage through the theory of Gardner’s multiple intelligences and 3D technology.

  • An ‘ode’ to the creators and innovators of education: a portuguese reflection

    Author: Soraia Garcês
    Institution: Madeira University
    Author: Margarida Pocinho
    Institution: Madeira University
    Year of publication: 2018
    Source: Show
    Pages: 120-129
    DOI Address: https://doi.org/10.15804/IFforE2018.10
    PDF: iffe/11/iffe1110.pdf

    The world is facing tremendous trials that imply new strategies. To foster creativity and innovation in education is a must today, but many challenges dwell between theory and practice. This article provides a perspective of Portuguese researchers and educators, by reflecting on current global problems as well as on how creativity is being applied in schools. It emphasises the problems that we still face, but it also highlights the positive work bringing new and exciting projects into educational settings. It also highlights the importance of multidisciplinary work and the need to optimize children’s inner resources, such as creativity and innovation as a way to prepare for present and future uncertainties.

  • The Importance of Creativity in School Culture

    Author: Agata Cudowska
    Institution: University of Białystok, Poland
    ORCID: https://orcid.org/0000-0001-5035-2985
    Year of publication: 2018
    Source: Show
    Pages: 110-122
    DOI Address: https://doi.org/10.15804/kie.2018.04.06
    PDF: kie/122/kie12206.pdf

    The aim of the article is to indicate the need to develop the culture of creativity in schools in order to enable the participants of educational dialogue to fulfil their personal creativity that will help them reach their potential and improve the common good in their community. The article defines the culture of creativity, describes creativity as a personal quality and indicates its importance in the functioning of students and teachers, as well as in the work of school as an organisation. Emphasis is placed on the need to personalise the processes of education, i.e., to accept the innate abilities, creative potential and multiple intelligences of learners, and to enable them to pursue their interests and develop their strengths. The article indicates the need for creating the environment which supports learners’ natural ability to learn and building learning power, which is based on the notion of helping young people to become better learners, cultivating attitudes that enable them to cope with difficulties calmly, confidently and creatively, as well as helping them to build up the mental, emotional, social and strategic resources. Furthermore, the article presents the assumptions of everyday creativity theory, which constitute the fundament of author’s creative life orientations concept. The importance of creative life orientations of teachers and students is shown as necessary for building the culture of creativity in school. The range, character and generalised results of the study on preferences for creative life orientations among teachers are briefly presented, indicating a low level of acceptance for this type of orientation and the dominance of preference for conservative and ambivalent orientations. The role of the teacher’s pedagogical creativity is emphasised as necessary for creating conditions for learner’s creativity and building the culture of creativity in school. Additionally, the article puts emphasis on the need for social acceptance for everyday creativity and acknowledging personal creativity as a value, appreciating it in public sphere, demonstrating its emancipatory value and emphasising its axiological dimension.

  • Design thinking – szansa na innowację w szkołach wyższych

    Author: Joanna Górka
    Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
    Year of publication: 2019
    Source: Show
    Pages: 21-28
    DOI Address: https://doi.org/10.15804/kimwe2019102
    PDF: kim/2019_1/kim2019102.pdf

    Design thinking - a chance for innovation in higher education institutions

    Design thinking as a way of reasoning is becoming more and more popular nowadays. Originated in business and transferred to other areas, it is now being implemented even in education and science. With its four or five steps in the whole process, interdisciplinary teams can solve every problem and find a solution which meets the needs and expectations of the end-users. This approach has also been successfully implemented in higher education institutions and it is through that HEIs are becoming more open and efficient in their cooperation with business, public administration, NGOs and other stakeholders.

  • Creativity development curve in Slovak pupils at the lower secondary education level: historical-comparative study

    Author: Lada Kaliská
    Year of publication: 2015
    Source: Show
    Pages: 109-118
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.09
    PDF: tner/201502/tner20150209.pdf

    The historical-comparative study presents research findings concerning the development of creativity measured by the KREATOS test in pupils of the 5th to 9th grades at the lower secondary education level (N = 386). The aim was to create the creativity development curve of contemporary pupils in the 5th to 9th grades of elementary school, where pupils achieved the highest level of creativity in the sixth (p ≤ 0.001) and then in the ninth grades. Our aim was to compare the current creativity development curve with elementary school pupils’ creativity development curves of 1979 and 1985, created by E. Sollarová (1979, 1985) using also the KREATOS test. Our findings indicated a significantly higher level of creativity (p ≤ 0.001) in pupils in the years 1979 and 1985 as compared to the creativity level in pupils in 2013.

  • Creativity among gifted and non-gifted students

    Author: Maja Matrić
    Author: Matjaž Duh
    Year of publication: 2015
    Source: Show
    Pages: 247-259
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.21
    PDF: tner/201502/tner20150221.pdf

    An overview of the literature on gifted students suggests that students can be gifted by showing intelligence and/or creative abilities. Whether teachers are able to recognize intelligent and/or creative students is a matter of being skilled and can have a tremendous impact on students’ course of education. In out study, we included students of Slovenian primary schools who were either recognized as gifted or non-gifted by their teachers. To find out what differences occur in the creativity levels of gifted and non-gifted students, their creativity levels were recorded using the LV1Test, measuring their artistic-creative and artistic-appreciative abilities. Data analysis reveals that the gifted students were more successful in gaining a higher average score on the test, as well as the majority of individual items in the test.

  • Czy można zaprojektować kreatywność pracownika? Refleksje nad relacjami designu i zarządzania

    Author: Anita Basińska
    Author: Agnieszka Jeran
    Year of publication: 2017
    Source: Show
    Pages: 224-233
    DOI Address: https://doi.org/10.15804/kie.2017.01.14
    PDF: kie/115/kie11514.pdf

    Innovation of products is one of the most important factor of competition therefore supporting of creative actions of employers is one of the intentionally introduced changes in the organization. Historical analysis of development of management theories from one hand and projects of organization of work spaces form the other hand show co-evolution of them. That is main changes of management theories join with changes in design. In this paper we try to identify (using projects from web sites and specialist publication) a few trends relating to create work space supporting creativity. One of the important trends is imitation of the solutions implemented by companies that are considered innovative. Therefor you wonder if spatial solutions support changes in management practices or rather replace them. In other words, if in some cases the management is not replaced by the design.

  • Obrazy autobiograficzne w arteterapii

    Author: Marzanna Morozewicz
    Institution: Uniwersytet w Białymstoku
    ORCID: https://orcid.org/0000-0003-2019-5573
    Year of publication: 2019
    Source: Show
    Pages: 217-227
    DOI Address: https://doi.org/10.15804/kie.2019.03.15
    PDF: kie/125/kie12515.pdf

    Wybitna amerykańska artystka Louise Bourgeois (1911-2010), poddając analizie własną twórczość, stwierdziła, iż całe dzieło artysty polega na tworzeniu autoportretu, a rozumiejąc jej słowa szerzej - każde dzieło artysty jest doświadczeniem autobiograficznym i co z tego dalej wynika - doświadczeniem arteterapeutycznym. Wychodząc od powyższego stwierdzenia, przedstawiam zapis refleksji dwojakiego rodzaju. Pierwsza z nich odnosi się do własnego doświadczenia twórczego i jednocześnie arteterapeutycznego podczas malowania serii obrazów pt. Otwarcie-wniknięcie. Dziewięć wybranych płócien z tego cyklu powstało w latach 1997-2005. Z okazji Jubileuszu 40-lecia Wydziału Pedagogiki i Psychologii Uniwersytetu w Białymstoku zostały one zaprezentowane w formie wystawy indywidualnej eksponowanej w uniwersyteckiej Galerii Nowe Skrzydło w 2017 roku. Druga z refleksji dotyczy autorskiego warsztatu atreterapeutycznego, który przeprowadziłam ze studentami kierunku pedagogika z Wydziału Pedagogiki i Psychologii Uniwersytetu w Białymstoku w 2017 roku. Warsztat pt. OBRAZY przygotowany w ramach przedmiotu nauczania arteterapia był działaniem, w którym studenci dosłownie „wykorzystali” wspomniane obrazy jako pretekst albo wręcz jako medium do autorefleksji, do budowania „autoportretu wewnętrznego”, czy też do sięgania (poprzez obcowanie z konkretnym obrazem) do własnej biografii. Wynikające stąd obserwacje przedstawiam w końcowej części tekstu. W artykule przytaczam wybrane fragmenty autobiograficznych wypowiedzi studentów zainspirowane moimi dziesięcioma sugestiami. Analiza pisemnych refleksji uczestników warsztatu wykazała, iż ujawnili w nim aktywną postawę wobec samych siebie, otwierając możliwości świadomego rozwoju emocjonalnego oraz intelektualnego, wnikliwej i dojrzałej obserwacji rzeczywistości oraz w efekcie optymalizacji jakości własnego życia. Nabyli też umiejętności rozwiązywania konfliktów wewnętrznych, zapobiegania trudnościom życiowym i przezwyciężania przeszkód stojących na drodze do samorealizacji.

  • Creativity in Higher Education An assessment on the perceptions of the practice of creative teaching in higher education in Rwanda

    Author: Vicente C. Sinining
    Institution: Managing Director, VCS Research
    Author: Gerard Ntakirutima
    Institution: Senior Researcher, VCS Research
    Year of publication: 2021
    Source: Show
    Pages: 62-81
    DOI Address: https://doi.org/10.15804/cip202104
    PDF: cip/19/cip1904.pdf

    Autorzy przedstawili kreatywność w nauczaniu i uczeniu się jako główną siłę napędową tworzenia wiedzy, awansu społecznego i gospodarczego. Ocenili opinie nauczycieli i studentów na temat praktyki kreatywnego nauczania w szkolnictwie wyższym w Rwandzie. Wszyscy respondenci podzielali wspólne poglądy na temat konieczności zwiększania kreatywności w szkolnictwie wyższym. W badaniu zasugerowano, że istnieje potrzeba dalszego doskonalenia różnych metod nauczania i uczenia się, aby skutecznie wdrażać kreatywność w nauczaniu i uczeniu się, co ma kluczowe znaczenie dla wykształcenia kompetentnych i wykwalifikowanych absolwentów, którzy mogą następnie pomóc w osiągnięciu krajowego celu, jakim jest zwiększenie innowacyjności.

  • Creativity as a Factor in the Psychological Well-being of Teachers of Higher Educational Institutions

    Author: Iryna Androshchuk
    Institution: State Higher Educational Institution “University of Educational Management” of the National Academy of Educational Sciences of Ukraine
    Author: Valentyna Balakhtar
    Institution: Yuriy Fedkovych Chernivtsi National University
    Author: Kateryna Balakhtar
    Institution: Yuriy Fedkovych Chernivtsi National University
    Author: Petro Oleshko
    Institution: Vоlуn Institute of Postgraduate Pedagogical Education
    Year of publication: 2020
    Source: Show
    Pages: 191-202
    DOI Address: https://doi.org/10.15804/tner.20.60.2.15
    PDF: tner/202002/tner6015.pdf

    The article reveals the importance of creativity in achieving psychological well-being in teachers of higher educational institutions and substantiates the feasibility of its study. Psychological well-being is considered as an important indicator in people’s lives, their desire for the development of personal potential, the formation of positive relationships, and productive creative activity for the benefit of society. The role of creativity in achieving the psychological well-being of a person as a unique creative ability, an important condition for human life, is substantiated. It affects self-acceptance, personal growth, creativity, among others. Creativity indicators (curiosity, creative opportunities, self-confidence, stability and persuasiveness, the desire to be an independent person, the ability to cope, etc.), affecting the psychological well-being of teachers of higher educational institutions, their satisfaction with life, work and themselves are investigated. It was established that the level of creativity is insufficient and that teachers for training specialists in social work have lower indicators than teachers of a foreign language. It is shown that creativity is a factor in psychological well-being and affects the formation of relationships with others, the purposefulness and meaningfulness of life, self-acceptance, personal growth, and the like. Statistically significant differences were found in terms of creativity and psychological well-being of the teachers who were studied depending on gender.

  • Making Language Teachers Creative; Teaching English in Elementary Mainstream Schools with Integration Classes

    Author: Izabela Bieńkowska
    Institution: University of Technology in Gliwice
    Author: Krzysztof Polok
    Institution: University of Bielsko-Biala
    Author: Adam Sutkowski
    Institution: University of Bielsko-Biala
    Year of publication: 2020
    Source: Show
    Pages: 103-115
    DOI Address: https://doi.org/10.15804/tner.20.59.1.08
    PDF: tner/202001/tner5908.pdf

    This article tries to examine the influence of using creative methods of teaching English on the language competency of Special Educational Needs (SEN) learners in mainstream Elementary Schools with integration classes in Poland. We questioned 64 English teachers working in such facilities throughout Poland. In the course of the research, we have proved the hypothesis that using creative techniques and approaches enhances growth of SEN learners’ language competency in an integration environment. Statistical tools are used to test answers to research questions. The first question measures the correlation between age, gender and seniority with the attitude towards implementing creative approaches, while the second concerns aspects of a creative teacher.

  • In Search of Tools for the Valorization of Children’s Artistic Creation in the Field of Imaging and the Results of the Creative Process - A Theoretical and Model Approach

    Author: Beata Mazepa-Domagała
    Institution: University of Silesia in Katowice
    Year of publication: 2020
    Source: Show
    Pages: 175-189
    DOI Address: https://doi.org/10.15804/tner.20.59.1.14
    PDF: tner/202001/tner5914.pdf

    The presented text is the result of reflection on the issue of children’s artwork and the procedure of valuing the work of children at a younger school age in the process of art education. The article outlines considerations on creativity and children’s art creation in the context/conceptual context and attempts to present a procedure for the evaluation of children’s art creations in terms of the ways of imaging in the conceptual context. The study is addressed to researchers and teachers of early childhood education, it is also a voice in the discussion on evaluating student achievements and - according to the author - a stimulus for reflective educational activities.

  • Integration of Students’ Soft and Hard Skills in Automotive Vocational and Technical Schools

    Author: Yurii Kozlovsky
    Institution: Lviv Polytechnic National University, Ukraine
    ORCID: https://orcid.org/0000-0003-1006-0130
    Author: Magdalena Opachko
    Institution: Uzhhorod National University, Ukraine
    ORCID: https://orcid.org/0000-0003-0494-6883
    Author: Andrii Tsiupryk
    Institution: Lviv State University of Life Safety, Ukraine
    ORCID: https://orcid.org/0000-0002-2921-7778
    Author: Iryna Savka
    Institution: Ivan Franko National University of Lviv, Ukraine
    ORCID: https://orcid.org/0000-0002-3213-0921
    Year of publication: 2022
    Source: Show
    Pages: 209-219
    DOI Address: https://doi.org/10.15804/tner.22.68.2.17
    PDF: tner/202202/tner6817.pdf

    The article presents the author’s integrated course, which is directly aimed at the parallel development of students’ soft- and hard-skills who master the profession in the automotive industry. Hard skills formation requires the acquisition of professional knowledge and implementation of instructions that can be tested through the exam. In contract, softskills include general, supra-professional skills (social, intellectual and volitional competencies, sociability, teamwork skills, leadership skills, creativity, punctuality , emotion management skills, etc.). In the coming years, significant changes are forecast in the automotive industry, in the design of heat engines, aimed not only at their improvement in particular, but also at the use of fundamentally new designs and types of engines. Under such conditions, a significant number of specialists will be forced to retrain, in the process of which fundamental training, the formation of softskills in particular, should be a significant help. It is covered a long time to quantify the effectiveness of the integrated special course, and three leading softskills (critical thinking, creativity and cognitive flexibility) are identified. It is concluded that the integration of softand hard skills is an effective means of developing knowledge, skills and thinking, which contributes to improving the professionalism of professionals. The study of the proposed author’s course gives positive changes in the professional competence of future automotive professionals.

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