آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,303 |
| تعداد مقالات | 16,020 |
| تعداد مشاهده مقاله | 52,487,470 |
| تعداد دریافت فایل اصل مقاله | 15,214,326 |
Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers | ||
| Journal of English Language Teaching and Learning | ||
| دوره 15، شماره 31، مهر 2023، صفحه 66-82 اصل مقاله (1.47 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2022.53600.2511 | ||
| نویسندگان | ||
| Jalil Fathi* ؛ Milad Naderi | ||
| Department of English Language, University of Kurdistan, Sanandaj, Iran | ||
| چکیده | ||
| Since teachers’ creative behavior or innovation-promoting inclination affects the quality of education, some recent studies have aimed to explore teachers’ willingness to practice teaching for creativity (TfC) in various education contexts. As an attempt to identify the correlates of TfC, the aim of this research was to test a model of model of TfC in EFL contexts based on teachers’ creative self-efficacy and their growth mindset. A number of 472 Iranian English as a Foreign Language (EFL) teachers partook in this survey as the participants. The electronic versions of the questionnaires for the three latent variables were administered to the participants. Structural equation modelling was utilized to test the suggested model of TfC in the EFL context. The results indicated that both teachers’ creative self-efficacy and their growth mindset substantially influenced EFL teachers’ TfC although the contribution of creative self-efficacy was greater than. Additionally, teachers’ growth mindset had a slight effect on their creative self-efficacy. These findings can offer remarkable implications for EFL teacher educators | ||
| کلیدواژهها | ||
| creative self-efficacy؛ teacher growth mindset؛ teaching for creativity؛ EFL context | ||
| مراجع | ||
|
Al-Dababneh, K. A., Al-Zboon, E. K., & Ahmad, J. (2019). The creative environment: Teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity. Early Child Development and Care, 189(10), 1620-1637. https://doi.org/10.1080/03004430.2017.1400969
Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 100649. https://doi.org/10.1016/j.tsc.2020.100649
Al-Qahtani, A. A. (2016). Do Saudi EFL teachers promote creativity in their classrooms?. English Language Teaching, 9(4), 11-23. https://doi.org/10.5539/elt.v9n4p11
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. https://doi.org/10.1891/0889-8391.13.2.158
Baer, J. (2013). Teaching for creativity: Domains and divergent thinking, intrinsic motivation, and evaluation. Teaching Creatively and Teaching Creativity (pp. 175-181). Springer, https://doi.org/10.1007/978-1-4614-5185-3_13
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447-457. https://doi.org/10.1207/s15326934crj1804_4
Beghetto, R. A., & Karwowski, M. (2018). Educational consequences of creativity: A creative learning perspective. Creativity. Theories–Research-Applications, 5(2), 146-154. https://doi.org/10.1515/ctra-2018-0011
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69. https://doi.org/10.1080/13598139.2014.905247
Bell, N. (2012). Formulaic language, creativity, and language play in a second language. Annual Review of Applied Linguistics, 32, 189-205. https://doi.org/10.1017/S0267190512000013
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56. https://doi.org/10.1016/j.edurev.2017.10.003
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50. https://doi.org/10.1080/10632910903455785
Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences, Theory & Practice, 17(6).
Chen, C. W. Y. (2018). Integrating creativity into an English as a foreign language reading classroom. TESOL Journal, 9(4), 1-5. https://doi.org/10.1002/tesj.384
Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12, 69-77. https://doi.org/10.1016/j.tsc.2014.02.003
Cho, H., Pemberton, C. L., & Ray, B. (2017). An exploration of the existence, value and importance of creativity education. Current Issues in Education, 20(1).
Choi, J. N., Anderson, T. A., & Veillette, A. (2009). Contextual inhibitors of employee creativity in organizations: The insulating role of creative ability. Group & Organization Management, 34(3), 330-357. https://doi.org/10.1177/1059601108329811
Cimermanova, I. (2015). Creativity in EFL teacher training and its transfer to language teaching. Procedia-Social and Behavioral Sciences, 197, 1969-1975. https://doi.org/10.1016/j.sbspro.2015.07.562
Coffey, S., & Leung, C. (2015). Creativity in language teaching: Voices from the classroom. Creativity in Language Teaching (pp. 114-129). Routledge. https://doi.org/10.4324/9781315730936-8
Collard, P., & Looney, J. (2014). Nurturing creativity in education. European Journal of Education, 49(3), 348-364. https://doi.org/10.1111/ejed.12090
Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2), 136-147. https://doi.org/10.1016/j.tsc.2007.09.003
Davies, D., Howe, A., Rogers, M., & Fasciato, M. (2004). How do trainee primary teachers understand creativity? Creativity and Innovation–DATA International Research Conference. Wellesbourne: DATA.
Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41. https://doi.org/10.1016/j.tate.2014.03.003
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169. https://doi.org/10.1016/j.stueduc.2019.03.012
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development, 1-19.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446.
Donohue, S. K., Hunter, W. G., & Richards, L. G. (2012). Work in progress: Creativity, mindset, and implications for engineering design instruction. 2012 Frontiers in Education Conference Proceedings (pp. 1-2). IEEE. https://doi.org/10.1109/FIE.2012.6462474
Du, K., Wang, Y., Ma, X., Luo, Z., Wang, L., & Shi, B. (2020). Achievement goals and creativity: The mediating role of creative self-efficacy. Educational Psychology, 40(10), 1249-1269. https://doi.org/10.1080/01443410.2020.1806210
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove, Psychology Press, Taylor and Francis.
Dweck, C. S. (2014). Mindsets and math/science achievement. The Opportunity Education.
Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
Dweck, C. (2016). What having a “growth mindset” actually means. Harvard Business Review, 13, 213-226.
Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6(4), 322-333. https://doi.org/10.1207/s15327965pli0604_12
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496. https://doi.org/10.1177/1745691618804166
Egan, A., Maguire, R., Christophers, L., & Rooney, B. (2017). Developing creativity in higher education for 21st century learners: A protocol for a scoping review. International Journal of Educational Research, 82, 21-27. https://doi.org/10.1016/j.ijer.2016.12.004
Fathi, J., & Naderi, M. (2022). Testing a structural model of teacher resilience, foreign language teaching enjoyment, and teaching engagement in an EFL context. Teaching English Language, 16(2), 255-284.
Frondozo, C. E., King, R. B., Nalipay, M., Jenina, N., & Mordeno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 1-4. https://doi.org/10.1007/s12144-020-01008-4
Fryer, M. (1996). Creative teaching and learning. Paul Chapman.
Gero, G. P. (2013). What drives teachers to improve? The role of teacher mindset in professional learning (Doctoral dissertation, The Claremont Graduate University). https://doi.org/10.1037/e515492014-047
Gu, J., Zhang, Y., & Liu, H. (2014). Importance of social capital to student creativity within higher education in China. Thinking Skills and Creativity, 12, 14-25. https://doi.org/10.1016/j.tsc.2013.12.001
Hass, R. W., Katz-Buonincontro, J., & Reiter-Palmon, R. (2016). Disentangling creative mindsets from creative self-efficacy and creative identity: Do people hold fixed and growth theories of creativity? Psychology of Aesthetics, Creativity, and the Arts, 10(4), 436. https://doi.org/10.1037/aca0000081
Haynes, B. (2020). Can creativity be taught? Educational Philosophy and Theory, 52(1), 34-44. https://doi.org/10.1080/00131857.2019.1594194
Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E. T., & Tienken, C. H. (2018). Creativity and technology in education: An international perspective. Technology, Knowledge and Learning, 23(3), 409-424. https://doi.org/10.1007/s10758-018-9380-1
Heggart, K. (2015). Developing a growth mindset in teachers and staff. Edutopia.
Helzer, E. G., & Kim, S. H. (2019). Creativity for workplace well-being. Academy of Management Perspectives, 33(2), 134-147. https://doi.org/10.5465/amp.2016.0141
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598. https://doi.org/10.1146/annurev.psych.093008.100416
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research (JIER), 11(1), 47-50. https://doi.org/10.19030/jier.v11i1.9099
Hong, E., & Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272-287. https://doi.org/10.1080/10400419.2010.503535
Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358. https://doi.org/10.1111/j.1470-6431.2005.00445.x
Huang, X. (2021). Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity. Thinking Skills and Creativity, 41, 100889. https://doi.org/10.1016/j.tsc.2021.100889
Huang, X. (2022). Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000453
Huang, N. T., Chang, Y. S., & Chou, C. H. (2020). Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity. Thinking Skills and Creativity, 37, 100695. https://doi.org/10.1016/j.tsc.2020.100695
Huang, X., Chin-Hsi, L., Mingyao, S., & Peng, X. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education, 107, 103491. https://doi.org/10.1016/j.tate.2021.103491
Huang, X., Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65. https://doi.org/10.1016/j.tate.2019.04.017
Huang, X., Sun, M., & Wang, D. (2022). Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity. Teaching and Teacher Education, 116, 103758. https://doi.org/10.1016/j.tate.2022.103758
Huh, K., & Lee, J. (2020). Fostering creativity and language skills of foreign language learners through SMART learning environments: Evidence from fifth‐grade Korean EFL learners. TESOL Journal, 11(2), e489. https://doi.org/10.1002/tesj.489
Juraeva, D. (2020). Improve the methodological training of future teachers to develop students` creative abilities using non-standard tasks. European Journal of Research and Reflection in Educational Sciences.
Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4(1), 15-29. https://doi.org/10.1016/j.tsc.2008.10.001
Kaplan, D. E. (2019). Creativity in education: Teaching for creativity development. Psychology, 10(2), 140-147. https://doi.org/10.4236/psych.2019.102012
Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62. https://doi.org/10.1037/a0034898
Karwowski, M., Royston, R. P., & Reiter-Palmon, R. (2019). Exploring creative mindsets: Variable and person-centered approaches. Psychology of Aesthetics, Creativity, and the Arts, 13(1), 36. https://doi.org/10.1037/aca0000170
Katz-Buonincontro, J. (2012). Creativity at the crossroads: Pragmatic versus humanist claims in education reform speeches. Creativity Research Journal, 24(4), 257-265. https://doi.org/10.1080/10400419.2012.726574
Katz-Buonincontro, J., Perignat, E., & Hass, R. W. (2020). Conflicted epistemic beliefs about teaching for creativity. Thinking Skills and Creativity, 36, 100651. https://doi.org/10.1016/j.tsc.2020.100651
Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creativity potential within us all. Crown Publishing.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford Press.
Kraker-Pauw, D., Van Wesel, F., Krabbendam, L., & Van Atteveldt, N. (2017). Teacher mindsets concerning the malleability of intelligence and the appraisal of achievement in the context of feedback. Frontiers in Psychology, 8, 1594. https://doi.org/10.3389/fpsyg.2017.01594
Lapėnienė, D., & Bruneckienė, J. (2010). Teachers’ creativity in the domain of professional activity. Analysis of individual factors. Economics & Management, 15, 642–649.
Liao, Y. H., Chen, Y. L., Chen, H. C., & Chang, Y. L. (2018). Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation. Thinking Skills and Creativity, 29, 213-223. https://doi.org/10.1016/j.tsc.2018.07.007
Liao, H., Liu, D., & Loi, R. (2010). Looking at both sides of the social exchange coin: A social cognitive perspective on the joint effects of relationship quality and differentiation on creativity. Academy of Management Journal, 53(5), 1090-1109. https://doi.org/10.5465/amj.2010.54533207
Lin, Y. J., & Wang, H. C. (2021). Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom. Education and Information Technologies, 26(4), 4487-4505. https://doi.org/10.1007/s10639-021-10472-9
Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? International Journal of Art & Design Education, 25(1), 53-66. https://doi.org/10.1111/j.1476-8070.2006.00468.x
Liu, H. Y., Wang, I. T., Han, H. M., Huang, D. H., & Hsu, D. Y. (2019). Perceived self-efficacy of teaching for creativity among nurse faculty in Taiwan: A preliminary study. Nursing Education Perspectives, 40(6), E19-E21. https://doi.org/10.1097/01.NEP.0000000000000570
Nalipay, M., Jenina, N., Mordeno, I. G., Semilla, J., & Frondozo, C. E. (2019). Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction. The Asia-Pacific Education Researcher, 28(4), 313-325. https://doi.org/10.1007/s40299-019-00467-z
National advisory committee on creative and cultural education NACCCE. (1999). All our futures: Creativity, culture and education. Report to the secretary of state for education and employment the secretary of state for culture, media and sport. Retrieved on 28 September 2012
Nemeržitski, S., & Heinla, E. (2020). Teachers’ creative self-efficacy, self-esteem, and creative teaching in Estonia: A framework for understanding teachers’ creativity-supportive behaviour. Creativity. Theories–Research-Applications, 7(1), 183-207. https://doi.org/10.2478/ctra-2020-0011
Ozkal, N. (2014). Relationships between teachers’ creativity fostering behaviors and their self-efficacy beliefs. Educational Research and Reviews, 9(18), 724-733. https://doi.org/10.5897/ERR2014.1816
Paek, S. H., & Sumners, S. E. (2019). The indirect effect of teachers’ creative mindsets on teaching creativity. The Journal of Creative Behavior, 53(3), 298-311. https://doi.org/10.1002/jocb.180
Papaleontiou-Louca, E., Varnava-Marouchou, D., Mihai, S., & Konis, E. (2014). Teaching for creativity in universities. Journal of Education and Human Development, 3(4), 131-154. https://doi.org/10.15640/jehd.v3n4a13
Pretz, J. E., & Nelson, D. (2017). Creativity is influenced by domain, creative self-efficacy, mindset, self-efficacy, and self-esteem. The Creative Self (pp. 155-170). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00009-1
Puente-Díaz, R. (2016). Creative self-efficacy: An exploration of its antecedents, consequences, and applied implications. The Journal of Psychology, 150(2), 175-195. https://doi.org/10.1080/00223980.2015.1051498
Puozzo, I. C., & Audrin, C. (2021). Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools. Thinking Skills and Creativity, 42, 100966. https://doi.org/10.1016/j.tsc.2021.100966
Rubenstein, L. D., McCoach, D. B., & Siegle, D. (2013). Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25(3), 324-334. https://doi.org/10.1080/10400419.2013.813807
Saebø, A. B., McCammon, L. A., & O'Farrell, L. (2007). Creative teaching—teaching creativity. Caribbean Quarterly, 53(1-2), 205-215. https://doi.org/10.1080/00086495.2007.11672318
Smith, L. (2020). All the nines: Creativity in English curricula in England in 1919, 1989 and 2019 as a reflection of Britain’s place in Europe. Changing English, 27(3), 305-320. https://doi.org/10.1080/1358684X.2020.1716688
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23, 58-66. https://doi.org/10.1016/j.tsc.2016.11.002
Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115. https://doi.org/10.1037/aca0000007
Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: To increase student learning and achievement. Corwin Press.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148. https://doi.org/10.2307/3069429
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277. https://doi.org/10.1037/a0020952
Tran, T. B. L., Ho, T. N., Mackenzie, S. V., & Le, L. K. (2017). Developing assessment criteria of a lesson for creativity to promote teaching for creativity. Thinking Skills and Creativity, 25, 10-26. https://doi.org/10.1016/j.tsc.2017.05.006
Xiao, Y., Fathi, J., & Mohammaddokht, F. (2022). Exploring a structural model of teaching enjoyment, teacher self-efficacy, and work engagement. Frontiers in Psychology, 13.
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269. https://doi.org/10.1037/amp0000794
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., ... & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369. https://doi.org/10.1038/s41586-019-1466-y
Zhang, J., Kuusisto, E., & Tirri, K. (2020). Same mindset, different pedagogical strategies: A case study comparing Chinese and Finnish teachers. International Journal of Learning, Teaching and Educational Research, 19(2), 248-262. https://doi.org/10.26803/ijlter.19.2.15
Zhang, L. J., Saeedian, A., & Fathi, J. (2022). Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development, 1-16. | ||
|
آمار تعداد مشاهده مقاله: 639 تعداد دریافت فایل اصل مقاله: 675 |
||