The meaning of being a creative teacher through discovering

Bibliographic Data

ID19488384
AuthorsVilma Zydziunaite (0000-0002-4455-9653, Vytautas Magnus University), Valentinas Butanavičius (Vytautas Magnus University)
Year2026
Volume19
Issue1
Pages142-149
Publication date2026-03-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCreativity Studies (JOURNAL)
Journal identifiersISSN: 2345-0487 • E-ISSN: 2345-0479
PublisherVilnius Gediminas Technical University (PUBLISHER • LT)
DOI10.3846/cs.2026.23072
OpenAlexW7133785998
LanguageEN
References cited25

The research problem relates to the lack of research in terms of perceiving the meaning of being a creative teacher. The study aimed to highlight the phenomenological structure meaning of being a creative teacher. The methodology was based on the approach of integral phenomenology. A total of 26 interviews were obtained. Data were collected via semi-structured interviews and analyzed by integrating approaches of practical and epistemological phenomenologies. Findings showed that for teachers the core component in the phenomenological meaning of being a creative teacher was discovering. The conclusions summarized that discovering within the phenomenological structure of being a creative teacher involves pursuing, updating, engaging, being spontaneous, and experimenting

Component (thermodynamics) · Creativity · Interpretative phenomenological analysis · Meaning (existential) · Phenomenological method · Phenomenology (philosophy) · Creativity in Education and Neuroscience · Education and Professional Development · Educational Methods and Teacher Development

Tools

Open DOIOpen Access