Teacher training: The relevance of creativity in school

dc.contributor.authorCosta-Lobo, Cristina
dc.contributor.authorCabrera, Jessica
dc.date.accessioned2018-02-21T11:27:41Z
dc.date.available2018-02-21T11:27:41Z
dc.date.issued2017
dc.description.abstractSome social and educational dissatisfaction occurs when the school focuses almost exclusively on the development of the convergent thinking of the students, forgetting the creativity in a divergent and contextual sense. In this debate there is always some tension that occurs under the difficulties of the experts to reach consensus on a definition of creativity, and then to point out guidelines for their evaluation and training. The controversy that surrounds the evaluation of the construct of creativity has justified the search for alternatives, by some authors, to the similar tests of Torrance, in the fluidity, flexibility, originality and elaboration, resorting to stimuli essentially unfamiliar to the individuals (Lubbart, Besançon, and Barbot, 2011). It is assumed a theory of evaluation of the creative potential of the students of basic education, based on verbal and graphic subtests that evaluate the main forms of creative cognition: - Divergent exploratory and convergent integrative thinking. Assuming that creativity is a phenomenon that involves higher levels of consciousness and complexity (Cabrera, 2009); considering the work of Sternberg and Lubart as a theoretical foundation and arguing the results of Costa-Lobo, Coimbra and Almeida (2017), are addressed and epistemologically based didactic options for the pedagogical training of teachers and for the organization of curricular and extracurricular activities of the school, in order to develop creativity in educational contexts.pt_PT
dc.identifier.citationCosta-Lobo, C., & Cabrera, J. (2017). Teacher training: The relevance of creativity in school. In Proceedings of 3rd International Conference on Lifelong Education and Leadership for all ICLEL 2017 (pp. 156-165), Polytechnic Institute of Porto, Porto, Portugal, 12-14 Sept.2017. Disponível no Repositório UPT, http://hdl.handle.net/11328/2099pt_PT
dc.identifier.isbn978-605-66495-2-3
dc.identifier.urihttp://hdl.handle.net/11328/2099
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectTeacher trainingpt_PT
dc.subjectCreativitypt_PT
dc.subjectCreative potentialpt_PT
dc.subjectEducational contextspt_PT
dc.titleTeacher training: The relevance of creativity in schoolpt_PT
dc.typeconferenceObjectpt_PT
degois.publication.firstPage156pt_PT
degois.publication.lastPage165pt_PT
degois.publication.locationPolytechnic Institute of Porto, Porto, Portugalpt_PT
degois.publication.titleProceedings of 3rd International Conference on Lifelong Education and Leadership for all ICLELpt_PT
dspace.entity.typePublicationen

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