خلاصة:
Nowadays, the analysis and examination of 'creativity in education' is of interest to researchers and educational planners. Educational systems, with their programs, goals, content, and other educational factors, play an effective role in developing or destroying students' creativity, and teachers play a key role in this regard. In this article, after discussing creativity as an educational approach and examining theories and creative learning models, such as the Ranko and Chand (1995) model, and the subject of creativity training in teachers, we first address it generally and then specifically in Iran, which was designed by the author and subsequently examined under two research titles. The main axis of the training program is the creativity growth model, in which five essential aspects of teacher performance are considered in the dimensions: socio-environmental, affective-cognitive, intellectual, educational, and physical. In a part of the aforementioned research, the impact of the program and the creativity growth model on teachers' skills was also examined. The analysis of information based on the T-test in this quasi-experimental research indicates the positive impact of the program and confirms the research hypothesis. Teacher feedback regarding the change in their classroom performance, despite the passage of several years, indicates their constructive use of this model.
ملخص الجهاز:
The main axis of the training program is the creativity growth model, in which five essential aspects of teacher performance are addressed in the dimensions of: socio-environmental, affective-cognitive, intellectual, educational, and physical.
Based on cognitive theory, creating is [288, cited from Fusco (2001)] Treffinger and others (1983) designed a creative learning model and considered it a combination of the following three levels: The first level includes multiple cognitive and motivational factors called divergent functions; at this level, there is an emphasis on openness, seeing, feeling, and many possibilities: the first level forms the foundation and basis of creative acquisition; because it encompasses a diverse number of thinking and feeling processes that play an essential role in learning, including cognitive factors such as fluency of ideas, flexibility, initiative, elaboration, and emotional factors such as curiosity, interest, reaction, showing, and risk-taking.
Torrance9 (1981) believes that the most effective methods in teaching creativity are those that pay attention to both the cognitive and emotional dimensions in order to create motivation and provide opportunities for active learning.
Pardo's (2002) research showed that trained teachers have a significant impact on the creative performance, academic progress, and cognitive growth of students, and this impact includes every group, both gifted and non-gifted students.
The creativity growth model considers five essential aspects of teacher performance as follows: - Socio-environmental dimension - Affective-cognitive dimension - Intellectual dimension - Educational dimension - Physical dimension The socio-environmental structure of the classroom has a great impact on the learning process.
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