Teacher Creativity: When Professional Coherence Supports Beautiful Risks

Area of Science:

• Education
• Psychology
• Teacher Professional Development

Background:

• Increasingly complex environmental, cultural, and social issues necessitate adaptive educational approaches.
• Teacher creativity is vital for addressing diverse student needs and complex situations but is often overlooked in educational programs.
• Existing scientific literature indicates a gap in the exploration of teachers' creativity within educational contexts.

Purpose of the Study:

• To investigate the manifestations of creativity among teachers in a professional master's program.
• To analyze the creative process of teachers undertaking a three-year professional development project.
• To explore the relationship between teachers' creativity and professional coherence.

Main Methods:

• A multiple-case study design involving nine teachers in a preschool and elementary education master's program.
• Data collection through observations in natural settings, reflective writing, and semi-structured interviews.
• Analysis of authentic data sources to document and understand the creative process.

Main Results:

• The pursuit of professional coherence facilitates the application of creative skills for teacher professional development.
• Teachers' engagement with professional coherence fosters risk-taking behaviors in their practice.
• Creative skills are demonstrated through adapting to student needs and developing innovative teaching approaches.

Conclusions:

• Professional coherence acts as a catalyst for enhancing teacher creativity and professional growth.
• Encouraging professional coherence can lead to greater innovation and willingness to take risks in teaching.
• This study highlights the importance of fostering creativity and coherence in teacher education programs.