Creativity in the Work of Teacher

Početkom se dvadesetoga stoljeća počelo intenzivnije istraživati o pojmu kreativnosti. Iako danas postoje brojne definicije kreativnosti, možemo još uvijek kazati kako je nedovoljno istraženo područje. Budući da kreativnost ima posebno značenje u odgoju i obrazovanju, potrebno je naglasiti važnost suvremenoga pristupa koji učenika stavlja u središte nastavnoga procesa te primjene različitih kreativnih tehnika koje čine pomak od tradicionalne nastave. Osnovna je namjera rada bila ispitati i usporediti kako učitelji razredne nastave i studenti Učiteljskoga studija određuju kreativnost, koliko se procjenjuju kreativnima te mogu li vlastitu kreativnost iskazivati u radu i u kojima vidovima posla najviše. Također se željelo ispitati potiče li se i nagrađuje li se kreativnost unutar odgojno-obrazovnoga procesa. Dobiveni rezultati potvrđuju da sam pojam kreativnosti nije lako jednoznačno odrediti, no ipak, najveći broj ispitanika na kreativnost gleda kao na sposobnost. Zanimljivo je to što se studenti Učiteljskoga studija smatraju kreativnijima u odnosu na učitelje razredne nastave. Također, rezultati istraživanja upućuju i na statistički značajnu razliku u procjenama mogućnosti izražavanja kreativnosti između studenata Učiteljskoga studija i učitelja razredne nastave. Nadalje, što se tiče poticanja i nagrađivanja kreativnosti na studiju i u školama, utvrđeno je da se u maloj mjeri potiče i nagrađuje i na Učiteljskome studiju i u školama, premda se nešo više nagrađuje na fakultetu.In the early 1900s more intensive investigation of human creativity began. Today there are many definitions of creativity, but it can still be said that creativity is an insufficiently researched field. One of the reasons why creativity is especially important in education is a contemporary approach which places the pupil at the centre of the teaching process and, by applying different contemporary strategies, a shift has been made from traditional knowledge acquisition. The primary purpose of this work is to explore and compare how primary teachers in school and the students of the Teacher Education Department of Split University define creativity and how creative they think they are. Moreover, the intention has been to examine whether the participants are able to use their creativity in their work, as well as in which part of their work they can use it the most. Furthermore, the aim has also been to examine if the educational process in which primary teachers work and study encourages and rewards creativity. On one hand, the results confirm that it is not easy to clearly define the term ‘creativity’, but on the other hand, most of the respondents agree that creativity is an ability. Therefore, it is interesting that most students consider themselves more creative in relation to primary teachers. Furthermore, the findings confirm a statistically significant difference in the estimates of the possibilities of expressing creativity between the students of the Teacher Education Department and general teachers in primary education. As for encouraging and rewarding creativity at university and in school, it has been shown that creativity is not sufficiently encouraged at universities and in school in which primary teachers work, although creativity at university seems to have proved more rewarding