Preservice Teachers’ Beliefs About Creative Teachers and Good Teachers

Bibliographic Data

ID22045751
AuthorsQianyi Gao (0000-0002-3161-8909, University of Iowa, corresponding author), Meihua Qian (0000-0002-9383-7939, Clemson University)
Year2025
Volume15
Issue4
Pages443
Publication date2025-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15040443
OpenAlexW4409060037
LanguageEN
Citations received3
References cited25

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