Comparing Pre-Service and In-Service Teachers' Perceptions in Fostering Creativity

Teacher educational perceptions dictate what they feel are essential to emphasize in the classroom; however, pre-service and in-service teacher perceptions of creativity are rarely explored. This study compares pre-service and in-service teachers' perceptions of fostering creativity using the Teaching for Creativity Scale (TCS; Rubenstein et al., 2013). The study investigates prevailing perceptions that may guide student learning and change with differing teachers' characteristics. Using Bronfenbrenner's five-layer ecological model as a theoretical framework, the tool analyzes four critical perception areas that affect fostering creativity: teacher self-efficacy, environmental engagement, societal value, and student potential. Through quantitative online survey research, this study identifies if relationships exist between teacher status, years of experience, level and type of education, subject domain, student grade level, and school type within the four areas of the TCS. The findings of differences of perceptions by teacher status, experience, and characteristics are reported. In addition, the field of literature in pre-service and in-service teachers' perceptions of fostering creativity are reviewed so areas of improvement for teacher preparation programs and teacher professional development can be identified, and misconceptions of fostering creativity can be uncovered for future research.