Teacher training: The relevance of creativity in school

Conference proceedings article


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Publication Details

Author list: Costa-Lobo, C., & Cabrera, J.
Publisher: Universidade do Porto; Salarya University
Place: Porto
Publication year: 2017
Start page: 156
End page: 165
Number of pages: 10
Languages: English-Great Britain (EN-GB)


Abstract

Some social and educational dissatisfaction occurs when the school
focuses almost exclusively on the development of the

convergent thinking of the students, forgetting the creativity in a
divergent and contextual sense. In this debate there is

always some tension that occurs under the difficulties of the experts to
reach consensus on a definition of creativity, and then

to point out guidelines for their evaluation and training. The
controversy that surrounds the evaluation of the construct of

creativity has justified the search for alternatives, by some authors,
to the similar tests of Torrance, in the fluidity, flexibility,

originality and elaboration, resorting to stimuli essentially unfamiliar
to the individuals (Lubbart, Besançon, and Barbot,

2011). It is assumed a theory of evaluation of the creative potential of
the students of basic education, based on verbal and

graphic subtests that evaluate the main forms of creative cognition: -
Divergent exploratory and convergent integrative

thinking. Assuming that creativity is a phenomenon that involves higher
levels of consciousness and complexity (Cabrera,

2009); considering the work of Sternberg and Lubart as a theoretical
foundation and arguing the results of Costa-Lobo,

Coimbra and Almeida (2017), are addressed and epistemologically based
didactic options for the pedagogical training of

teachers and for the organization of curricular and extracurricular
activities of the school, in order to develop creativity in

educational contexts.


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Last updated on 2019-13-08 at 00:46