Primary School Teachers' Perceptions On Creativity Fostering And Their Creativity Fostering Behaviors In The Regular Classroom

How to cultivate creative talents has been becoming the most importantproblem that is attracting more and more attention in every nation's education in the21th century. At school, teachers'quality has a direct effect on creative talentsfostering, among which teachers'perceptions and behaviors have more direct andoutstanding effects. As many researches have proved, students'creativity can bedeveloped and improved with their teachers'help. Children's creativity may developgreatly in primary schools, and primary school teachers'perceptions on creativityfostering and their creativity fostering behaviors in the regular classroom are key tochildren's creativity development. There have been lots of valuable researches onteachers'perceptions on creativity abroad and meanwhile researches on teachers'creativity fostering classroom behaviors seem not so adequate. Such researches quitelack in our nation. Based on these thinkings, my research makes a survey on primaryschool teachers'perceptions of creativity and their creativity fostering behaviors inthe regular classroom in order that the relationship between teachers'perceptions andbehaviors could be revealed, people's confusion on this problem could be clearedand thus some reasonable suggestions could be given on how to improve teachers'ability of creativity fostering in teacher training programmes.Six parts are contained in the dissertation. The first part is a review on formerresearches; the second part is about the aim and meaning of this research; the thirdpart is about the methods and the procedure; the fourth part is about the researchresults. The fifth part is an analysis and discussion on the results as followings: 1.Primary school teachers have acceptable perceptions on creativity fostering; 2. Theirperceptions differ depending on genders; 3.Their perceptions are different because oftheir teaching length; 4.Their perceptions differ also because of their education; 5.Primary school teachers'creativity fostering classroom behaviors greatly lag behindtheir perceptions; 6. Teachers'creativity fostering behaviors in the regular classroomhave an important effect on pupils'creativity development. Some suggestions aregiven in the sixth part. Considering the results, I believe that in order to foster pupils'creativity, creativity fostering teachers should be cultivated. Such suggestions aregiven: 1.Teacher training programme should re-understand and definite whatcreativity fostering teachers mean, including the necessity of doing so, therelationship between teachers'creativity and creativity fostering and the definition ofcreativity fostering teachers; 2.Teacher training programme should offer true andpractical supports for creativity fostering teachers'growth. (1) Creativity fosteringtragedies should be offered to improve primary school teachers'behaviors; (2)Creativity theories should be offered to improve primary teachers'perceptions on...