A study of early childhood teachers' conceptions of creativity in Hong Kong

A study of early childhood teachers' conceptions of creativity in Hong Kong

• Cheung, Rebecca Hun Ping Dept. of Early Childhood Education, Hong Kong Institute of Education
• Mok, Magdalena Mo Ching Assessment Research Centre and Dept. of Psychological Studies, Hong Kong Institute of Education

Educational Psychology, 33(1), 119-133, 2013

Great Britain

Routledge

2013

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• D Curriculum
  • DC Pre-Primary Education Programmes

Preschool Teachers Cognitive Processes Teacher Attitudes Creativity

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal attributes. Early childhood teachers in Hong Kong ascribed high importance to these dimensions as defining characteristics of creativity, with a person's cognitive processes and personal attributes being ascribed relatively more important while product as relatively less importance. In particular, imagination, multiple perspectives and curiosity were perceived as very important concepts of creativity. Teachers with different teaching backgrounds shared very similar conceptions of creativity. Significant results were found with regard to product only. The findings have implications for early childhood teacher education programmes and professional development in Hong Kong.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2012.735645]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2012.735645

https://bibliography.lib.eduhk.hk/en/bibs/4c24f54e

2014-05-29