Preservice Teachers’ Beliefs About Creative Teachers and Good Teachers

Datos Bibliográficos

ID22045751
AutoresQianyi Gao (0000-0002-3161-8909, University of Iowa, autor de correspondencia), Meihua Qian (0000-0002-9383-7939, Clemson University)
Año2025
Volumen15
Número4
Páginas443
Fecha de publicación2025-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15040443
OpenAlexW4409060037
IdiomaEN
Citas recibidas3
Referencias citadas25

Preservice teachers’ beliefs play an important role in shaping their future instructional practices. While creativity is increasingly recognized as a key element in education, little is known about how preservice teachers perceive creative versus good teachers. The current study explored preservice teachers’ views on the characteristics associated with creative and good teachers, identifying both shared and unique attributes. A total of 438 preservice teachers participated in this study. The results revealed that preservice teachers value relationship building, professional competence, and creativity in both categories. Notably, the emphasis on creativity in both creative and good teachers suggests an evolving perspective on teaching that highlights the significance of fostering creativity in classrooms. Additionally, good teachers were associated with a wider range of social and personality traits, whereas creative teachers were characterized by a stronger focus on adaptability and leadership. The findings underscore the need for teacher education programs to adopt an integrative approach that values both teaching effectiveness and creativity, ensuring that future educators are well-prepared to meet the demands of 21st-century education

Mathematics education · Pedagogy · School teachers · Teacher education · Art Education and Development · Creativity in Education and Neuroscience · Diverse Music Education Insights · Psychology