Mentors Kim, K.H.; Zabelina, D.L.
Encyclopedia of Creativity
Book Chapter
A mentor is a mentee's guide, sponsor, or teacher who is focused on the mentee's personal and professional development. Having a mentor predicts individual future creative achievement. Creative ...individuals have unusual personalities and unique ideas, and are easily misunderstood or even ridiculed. Teachers usually find highly creative students troublesome because they do not succumb to the conformity needed in the classroom. School settings stifle creativity and can create psychological dangers and promote underachievement and lead to isolation. Thus, creative students need a mentor who will understand them and provide emotional, psychological, and professional support. Having a mentor enhances chances of recognizing one's potential and achieving a personal dream. Creative adults need mentors also, and many eminent creators, including the Nobel Prize winners, have had mentors. Mentors also benefit from having a mentee in that a relationship with a mentee provides them with energy, creative stimulation, and a sense of well-being. Components of a successful mentoring program, as well as key themes for consideration for successful mentoring processes, are discussed.
The aim of the present study was to examine teachers’ beliefs about creative students’ characteristics and the possible gender differences in this respect. The study took the form of in-depth ...individual interviews conducted with 15 Polish secondary school teachers. We found that the interviewed teachers described a creative student mainly in terms of his or her personality traits relevant from the perspective of creativity, cognitive predisposition towards creativity, and motivation. Moreover, a creative student was described in terms of characteristics relating to artistic abilities, intelligence, and functioning at school. The interviewed teachers described a creative boy differently than they described a creative girl. As opposed to a creative girl, a creative boy was described as impulsive, independent, rule-breaking, courageous, willing to take risks, capable of defending his opinion, self-confident, individualistic, spontaneous, go-getting, and quickly getting down to action, whereas a creative girl was described mainly as diligent, conscientious, systematic, persistent, calm, acting according to plan, consistent, and well-behaved, but also as submissive and conformist, obeying all kinds of rules and regulations, avoiding risk, and acting according to instructions or a plan. The causes of these differences are discussed in the context of creativity types and styles, gender stereotypes, and different educational expectations for students of different genders.
Teacher Attitudes on Creativity JOHNSON, Luke
International journal of educational spectrum (Online),
02/2023, Letnik:
5, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Teacher attitudes affect student achievement, satisfaction, and self-worth. While accommodations and support networks have long been established for students with exceptional abilities (e.g. ...gifted-talented students and student athletes), creative students are largely ignored in curriculum and school support. Generally, teachers support creativity in principle, but creative students exhibit characteristics and behaviors largely deemed undesirable, although creative people and students can further studies regarding Csikszentmihalyi’s concepts of flow. The basic question of concern is this: What are teacher attitudes towards creativity and creative students? This literature review attempts to understand teacher attitudes, feelings, perspectives, or emotions regarding creativity, with a call for further research and study.
•Qualitative studies on creativity and teachers’ beliefs about creativity in Kazakhstan and former-Soviet countries are minimal;.•Regardless of the type of schools participants work at, their ...understanding about creativity and creative students were similar;.•Beliefs about creativity shared by upper-secondary school teachers did not differ from teachers of primary and lower secondary school teachers in earlier research;.•Participants’ beliefs about creativity and creative students overlap not only with teachers’ beliefs about creativity from other countries but also with the majority of creativity theories.
Creativity is connected with the prominent challenges of the 21st century, such as unpredictability and complexity of a fast-changing, globalizing world. Possessing creative skills can help young people to navigate through uncertainty and fast paced changes. Therefore, the topic of creativity has received considerable attention and been studied extensively in education over the past few decades. However, in Kazakhstan and former-Soviet countries, there is minimal literature using qualitative studies on creativity in education, especially teachers’ beliefs about creativity. It is commonly agreed that teachers behave according to their beliefs, with teachers’ beliefs shaping and guiding their classroom practices. Teachers’ beliefs about creativity can influence the effective implementation of creativity in the classroom with different studies on creativity demonstrating that teachers frequently do not have a clear understanding of what creativity is (Cho et al., 2017; Patston et al., 2021; Vincent-Lancrin et al., 2019). Teachers’ lack of understanding of creativity means a possible lack of development of creativity in the classroom. This study presents Kazakhstani upper secondary school teachers’ beliefs regarding the characteristics of creativity and creative students. We conducted a multiple case study involving four schools using semi-structured in-depth individual interviews with 15 Kazakhstani upper secondary school teachers. Findings of this study suggest that regardless of what type of schools participants work at and what subjects they teach, participants’ beliefs about creativity and creative students overlap not only with teachers’ beliefs about creativity from other countries but also with the majority of creativity theories.
This study investigates the impact of supervisor support on research innovation pursuit among international doctoral students in China. A total of 120 international doctoral students’ responses were ...employed through random sampling from the three business schools of Chinese public universities. The data were analyzed using the partial least squares technique, a second-generation statistical software package for structural equation modeling. The results revealed that supervisor support significantly affects students’ research innovation endeavors. The study also suggests that supportive supervision is necessary for fostering citizenship behavior, creativity and innovation pursuit among international doctoral students. The findings of this pioneering study will help higher education administrators, and policymakers revisit existing doctoral program management and deliveries processes and encourage academic supervisors to modify guidance and mentoring procedures for doctoral students.
•Teachers implicit theories of creative student were investigated.•Teachers Australia, Poland, Italy and the United Kingdom were surveyed.•Teachers’ perceptions synthesized into three broad groups: ...Cognitive characteristics, nonconformism and adaptiveness.
How teachers perceive creative students, and what are the commonalities and specificities of such perception among teachers from different countries? To explore this question, we asked teachers from Australia, Italy, Poland, and the United Kingdom (total N = 933) to answer a set of items describing different traits of their students. Network and factor analyses revealed that teachers’ perception of creative students synthesized into three broad groups: (1) Cognitive traits typically associated with creativity; (2) Nonconformist and impulsive behaviors; and (3) Adaptiveness. While the first two factors were found to be largely equivalent across countries, perceiving creative students in terms of adaptive behaviors varied significantly between countries. Cognitive characteristics were the most dominant in creative students’ perception, followed by Adaptiveness and Nonconformism. Findings are discussed in light of potential opportunities and limitations to support creativity in school settings.
In the educational process, specifically in the classroom, students must be able to produce good writing in academic writing that is relevant to the topic that is given or determined by the teacher. ...Most students get difficulty in learning writing moreover producing good writing. Teachers need to help the students build their habits of writing creatively. DEFENDS, a strategy that was developed by Ellis (1989,1990,1993) can help students to defend a particular position in a written assignment, improve writing strategies, facilitate writing process, and strengthen learning to learn writing skill. DEFENDS strategy gives students the means to plan before they begin writing. This strategy guides students to be an independent writer through several stages (Decide, Estimate, Figure, Express, Note, Drive, and Search). Students are demanded to have not only language skill but also other factors such as creativity. Creativity gives a contribution in education field nowadays, the issue of creativity has brought to the forefront of educational policy and practice, including the importance of creativity in writing. Research dealing with creativity in writing is needed. This research was an experimental design called post-test design using 2x2 factorial arrangements. The sample was high school students. Two instruments used by the researcher; those were writing test and creativity test. The value of Ftable at the level of significance is α = 0.05 is 4.01, while the value of Fo between columns is 5.734141. Fo between rows (16.5821) is higher than Ft at the level of significance α = 0.05 (4.01), and Fo columns by rows (9.21) are higher than Ft at the level of significance α = 0.05 (4.01).
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