| Creativity is one of the most important competencies of the ‘21st century skills’.Fostering students’ creativity is not only one of the most important issues in psychological research,but also an educational issue that valued worldwide.The devilment of students’ creativity has become one of the goals of curriculum framework and standards in primary and secondary education in China.Teachers’ Creative Teaching Behaviors(CTB)play a crucial role in cultivating students’ creativity.However,over the past thirty decades,while many teachers have realized the importance of creativity,but emphasized on the mastery of subject content,neglecting teaching behaviors that promote students’ creativity.As a result,students’ creative performance often falls below expectations.Therefore,this study aims to investigate the current situation of creative teaching behaviors of primary and secondary school teachers,and to explore the main individual factors and psychological mechanisms that influence CTB,and also to explore the impact of training interventions on CTB.Specifically,guided by the general question of “why are primary and secondary school teachers unable to CTB?”,this study aims to answer the following main questions:(1)What is the current status of CTB of these teachers,and what is the relationship between teacher’ recognition of students’ creative potential and CTB?(2)What are the main individual factors that affect teachers’ CTB,and what are the psychological mechanisms that impact these factors?(3)What are the effects of creative training intervention for teachers on their CTB? What are the long-term effects of the training?This research consists of six studies in three parts.The first part,Study 1 aims to investigate the current status of CTB of primary and secondary school teachers.Through the analysis of 3608 teachers’ CTB,the results showed that the CTB was uneven across dimensions,with teachers’ encouragement of adaptation significantly higher than perspective evaluation,learning style guidance,and motivation,and decreasing in order from primary to middle and high school.Teachers may ignore students’ mini-c in the classroom and those who were able to identify students’ mini-c performed better on CTB.The second part consists of 3 studies,and aims to explore the most important personal factors and psychological mechanisms that influence teachers’ CTB based on the first part.Study 2 first explored the relationship between teachers’ CTB and creative metacognition,as well as the mediating effect of self-efficacy.265 teachers were asked to complete measures of creative metacognition(mini-c metacognition and little-c metacognition)after completing each creative task,and the results showed that both teachers’ mini-c metacognition and little-c metacognition were positively correlated with CTB and self-efficacy.Teachers with high creative metacognition were able to perform better CBT,and self-efficacy mediated the relationship between creative metacognition and CTB.Study 3 aims to examine the relationship between teachers’ and creative potential,as well as the moderating role of creative self-efficacy.261 teachers were asked to complete creativity-related tasks,including AUT,creative selfefficacy and problem-solving tasks of CTB.The results showed that teachers’ creative potential was positively correlated with CTB,and creative self-efficacy played a moderated role between creative potential and CTB.Study 4 aims to explore the relationship between teachers’ beliefs about teaching for creativity and CTB,and the mediating effect of openness to experience.280 teachers completed the tasks on teachers’ CTB,beliefs about teaching for creativity,and openness to experience.The results showed that teachers’ beliefs about teaching for creativity were positively correlated with CTB,and openness to experience mediated the relationship between them.The more teachers’ beliefs about teaching for creativity and growth mindset,the better their CTB performed.On the basis of the findings in the second part,the third part aims to explore the influence of creative training intervention on teachers’ CTB.In study 5,63 teachers were randomized to creative training intervention group(31)and control group(32).We used a Pre and Post-test randomized controlled study to explore the effects of creative metacognition training on teachers’ CTB.The results showed that compared to the control group,the creative training group had higher mean scores on CTB and also enhanced teachers’ self-efficacy.A follow-up assessment one semester after the threeday training course showed no decline in CTB in the training group.In study 6,104 teachers were randomized to three groups: the creative training group(32),the conventional training group(38),and control group(34).A Pre and Post-test mixed experimental design was used to explore the effects of the teachers’ beliefs about teaching for creativity training on CTB.The results showed that the creative training group had significantly higher mean scores of CTB compared to the conventional training group and the control group.A follow-up assessment one semester after the three-day training course showed no decline in CTB in the creative training group.Based on the results of six studies,the main conclusions of this study are as follows:1.Teachers’ CTB performance was uneven across dimensions.Teachers may ignore students’ mini-c,and those who can identify students’ mini-c performed better on CTB.2.Creative metacognition contributes to enhance the CTB,and teachers with high mini-c metacognition and little-c metacognition are able to do better on CTB.Selfefficacy plays a mediating role between them.3.Creative potential contributes to CTB problem solving,and teachers with high creative potential are able to generate CTB problem solutions that are more original,effective and creative.Creative self-efficacy plays a moderating role between them.4.The teachers’ beliefs about teaching for creativity were significantly positively correlated with CTB,and openness to experience plays a mediating role.5.Teachers’ CTB can be enhanced through creative metacognition and the teachers’ beliefs about teaching for creativity training.A follow-up assessment one semester after the training showed no decline in CTB in the training group. |
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