Understanding of creativity by Korean elementary teachers in gifted education

  • Lee E
  • Seo H
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Abstract

The purpose of this study was to examine Korean elementary teachers’understanding of creativ- ity, in particular those who teach the gifted students. Facilitating creativity was one of the major goals in gifted education in Korea, and teachers’ role was con- sidered to be crucial in achieving this goal. Forty-two elementary teachers were surveyed with an open-ended questionnaire to identify their understand- ing of creativity. Their answers were analyzed based on cognitive, personal, and environmental components of creativity. Teachers who mentioned all three compo- nents were recognized to have a balanced view. How- ever, one third of the teachers had a biased view, men- tioning only 1 component. Many had an intermediate view, mentioning 2 components. Preference for the cognitive component, the disregard of the personal component, and the partial understanding of the envi- ronmental component were also discovered. To suc- cessfully facilitate creativity in gifted education, teach- ers’ balanced view is essential. Thus the personal component and the environmental component should be emphasized to improve their understanding. Definitions

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Authors

  • Eun Ah Lee

  • Hae Ae Seo

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