Journal Articles
Preschool teachers' perceptions of creative personality important for fostering creativity: Hong Kong perspective
- Preschool teachers' perceptions of creative personality important for fostering creativity: Hong Kong perspective
- Thinking Skills and Creativity, 12, 78-89, 2014
- Pergamon Press
- 2014
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
- Post-Secondary Education
- Given the growing awareness of the importance of cultural-specific studies in creativity, the purpose of this study was to develop a rating scale (Creative personality Questionnaire, CPQ) to elicit Hong Kong Chinese preschool teachers' perceptions of creative personality and to determine the factor structure of the CPQ. Items for the CPQ were generated using literature search and interviews. Participants comprised of 564 Chinese preschool teachers. A series of exploratory and confirmatory factor analysis revealed a 20 items, five-factor model (cognitive abilities, discipline, motivation, inventiveness, personal properties) for the CPQ. While most of the personality characteristics in the CPQ were congruent with those suggested in the literature, characteristics relating to well mannered, honest, cautious, and need for recognition in the discipline domain reflects the influence of Chinese culture. The core creative personalities perceived by the Hong Kong Chinese preschool teachers were found to be similar and these characteristics generally aligned with the western views. This study expands the availability of reliable tools for assessing preschool teachers' perception of creative personality and leads to further studies on examining how the teachers' personality affects classroom practices and children's creative learning.[Copyright © Pergamon Press].
-
- English
- Journal Articles
-
- 18711871
- https://bibliography.lib.eduhk.hk/bibs/c14e5002
- 2015-12-14
Recent Journal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong KongJournal Articles
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?Journal Articles
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learningJournal Articles
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemicJournal Articles
Healthy eating report card for pre-school children in Hong KongJournal Articles
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disordersJournal Articles
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education courseJournal Articles