Creative Teaching: Teachers' Experiences in Primary Education

Suvremena škola kao jednu od važnijih zadaća navodi poticanje kreativnosti kod učenika. Pojam kreativnosti dugi je niz godina tema istraživanja brojnih stručnjaka, ali još uvijek za to područje ne možemo reći da je dovoljno istraženo. Ovim radom se željelo ispitati i usporediti kako učitelji razredne nastave zaposleni u osnovnim školama definiraju kreativno poučavanje, koliko se smatraju kreativnima u svakodnevnom životu i radu s učencima, koliko često kreativno poučavaju u određenim nastavnim područjima. Željelo se ispitati kako su učitelji bili poticani na kreativnost tijekom studija, koliko su njih profesori kreativno poučavali te potiče li i nagrađuje kreativnost u ustanovama u kojima trenutno rade. Rezultati istraživanja izneseni u radu potvrđuju da češće kreativno poučavaju učitelji koji kreativnost smatraju važnom i oni koji su kreativno poučavani tijekom studija. Što se tiče iskustava učitelja po pitanju poticanja kreativnosti kod učenika, učitelji visoko vrednuju vanjske motivatore (što je nepovoljno za kreativnost), ali pozitivno je da prokušanim načinima rješavanja problema daju nešto niže vrijednosti. Što se tiče poticanja kreativnosti u radnoj okolini, postotak je išao u prilog školama koje više potiču kreativnost svojih zaposlenika. Ispitana je učestalost kreativnog poučavanja s obzirom na zastupljenost kreativnog poučavanja tijekom studija i s obzirom na dob učitelja. Dob učitelja nije se pokazala važnom za kreativno poučavanje. Što se tiče rezultata vezanih za poticanje kreativnog poučavanja tijekom studija, kreativniji su bili učitelji koje se tijekom studija kreativno poučavalo. Može se reći da je važno njegovati kreativnost tijekom studija ne bi li postala vrijednost u privatnom i poslovnom životu. Samoprocjena poticanja kreativnosti i primjeri kreativnog poučavanja u određenim nastavnim područjima pokazali su da učitelji najčešće kreativno poučavaju u umjetničkom području.Modern schools, state encouragement of creativity among students as one of the most important tasks. The concept of creativity is the goal of research of many experts for many years, but for this area we still can't say that it's explored enough. This study was to examine and compare how class teachers employed in educational institutions define creativity, how much do they consider themselves creative in everyday life and work with students, how often they creatively teach in certain educational areas. It was to examine how teachers were stimulated to creativity during the study, how much did professors tought them creatively and is creativity encouraged and rewarded in institutions they work in. The results of the questionnaire presented in the paper confirm that teachers who concern creativity important and who were ceratively taught trough their studies are teaching creatively more frequently. As for the teacher’s experience regarding creativity encouragement for students, teachers highly value outher motivators (which is adverse for creativity), but the good side is that to approved ways of solving problems they give somewhat lowes values. As for encouraging creativity in a working environment, the percentage went to favor to schools which stimulate creativity of their employees. Frequency of creative teaching regarding the presence of creative teaching during the study and regarding age of the teacher was questioned. The age of the teacher didn’t show to be important for creative teaching. As for results regarding stimulation of creative teaching during the study, more creative were those teachers who were creatively taught trough studies. We can say that is important to cherish creativity douring the study so it becomes a value in private and business life. Self-assessment of stimulating creativity and examples of creative teaching in certain curricula have shown that teachers most often teach creatively in the artistic field