Preschool teachers' beliefs of creative pedagogy: Important for fostering creativity

Preschool teachers' beliefs of creative pedagogy: Important for fostering creativity

• Cheung, Rebecca Hun Ping Hong Kong Institute of Education
• Leung, Chi Hung Hong Kong Institute of Education

Creativity Research Journal, 25(4), 397-407, 2013

Lawrence Erlbaum Associates

2013

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong
• Shanghai
• Tianjin

• 1997.7 onwards

• 學前教育

This study aimed to develop and validate an instrument, the Early Childhood Creative Pedagogy Questionnaire (ECCPQ), which can be used to understand preschool teachers' beliefs about creative pedagogy as a means of fostering creativity. Items were initially constructed from a review of the literature and interviews with 27 preschool teachers in Hong Kong regarding their beliefs about creative pedagogy. A sample of 564 Hong Kong preschool teachers completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 22-item, 4-factor scale reflecting self-initiated pursuits, interpersonal exchanges, possibility thinking, and teacher-oriented pursuits. Although the first 3 domains align relatively well with the Western literature, the teacher-oriented pursuit factor seemed to be related to the Hong Kong educational context. These preliminary results suggest that the ECCPQ can be used for revealing Hong Kong preschool teachers' beliefs about creative pedagogy, and they provide a general framework for further research on the important aspects of fostering creativity in preschool classrooms. The findings also have implications for early childhood teacher education programs and professional development in Hong Kong.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2013.843334]

• 英文

期刊論文

• 10400419

• 10.1080/10400419.2013.843334

https://bibliography.lib.eduhk.hk/tc/bibs/8c6e8e31

2014-10-28