How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. (February 2022) - Anderson, Ross C.
Abstract: This study addresses the gap in research on integrating creativity and arts integration in the classroom by describing and testing a blended professional development (PD) model guided by the theory of change that teachers' understanding and beliefs about creativity are foundational to their development as a creative teacher and to their classroom implementation. Using an explanatory sequential mixed methods design, the study demonstrated increased beliefs about teachers' ability to teach for creativity for n = 30 rural K-12 teachers and illustrated teachers' perceptions of early implementation of creative routines in practice. (Word count: 91). Highlights: Creative anxiety and fixed mindsets are barriers to teachers' creative development and practice. More adaptive beliefs and feelings about creativity develop by reshaping myths and assumptions. A blended PD approach can enhance teachers' agency and seed new classroom practices. Improved mindset and self-efficacy resulted from a deeper understanding and personal creative and reflective practice. Creative teaching and learning can begin with basic routines for the classroom leading to further integration.