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Implicit definitions of preschool teachers about creativity: Can qualitative research inspire the preschool practice?

Based on the qualitative data collected in the context of mixed-methods studies about the attitudes of preschool teachers toward creativity and their role in the creation of an innovative educational practice, were examined the preschool teachers' implicit definitions of creativity. In the context of the qualitative part of this study the goal was to determine 1) how teachers understand creativity ; 2) the examples of creativity manifestations in children ; and 3) areas in which children's creativity is manifested. It was found that preschool teachers view creativity in three ways - as an ability or skill, a personality trait, or a process of creating something original by using different methods. Visual arts area proved to be the most prominent area of children's creativity manifestation, which is most common in the responses in which the respondents should specify the area of manifestation and also provide examples of manifestations of children's creativity. Identification, detection, and awareness of preschool teachers' implicit definitions of creativity and ways of its encouragement may provide valuable insights into misconceptions and can contribute to improving the quality of educational work. Therefore, research on their personal conceptions or their personal theories about creativity is more than essential for achieving the desired outcomes in creativity and well-being of children, as well as qualitative changes in educational practice. Taking this into account, the discussed questions in the context of the qualitative part of this study definitely deserve increasing attention. Ensuring the quality of initial education, as well as the coherent process of continuous professional development of preschool teachers will also benefit the field.

educational practice, creativity, implicit definitions of creativity, preschool teachers, qualitative research

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