Creativity in the Hong Kong classroom: What is the contextual practice? |
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| Authors: | Victor Forrester Anna Hui |
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| Institution: | aDepartment of Education Studies, Hong Kong Baptist University, Kowloon Tong, Kowloon, Hong Kong, China;bCentre for Child Development, Hong Kong Baptist University, Kowloon, Hong Kong, China |
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| Abstract: | A review is offered of Hong Kong's current education reform that sites a key role for creativity. This key role leads us to ask “Creativity in the Hong Kong Classroom: what is the contextual practice?” To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom Observation Form Furman, A. (1998). Teacher and pupil characteristics in the perception of the creativity of classroom climate. Journal of Creative Behavior, 32(4), 258–277]. The creativity potential of these teachers was then measured against the Creativity Fostering Teacher Index Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118–134] and the Creative Personality Scale Gough, H. G. (1978). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37(8), 1398–1405]. Their class students then completed the Chinese Creativity Tests Wu, J. J., & Chen, F. X. (1998). A study on the new creativity test. Taiwan: Education Bureau and Foundation for Scholarly Exchange]. Findings support and extend current understandings of both system and componential theory Csikzentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Harper Collins; Amabile, T. M. (1996). The social psychology of creativity. New York: Springer–Verlag; Amabile, T. M. (1996). Creativity in context. Boulder: Westview Press]. Instrument limitations and a need for interpretative cautions are discussed and their significance for further research indicated. |
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| Keywords: | Creativity Primary classroom Hong Kong |
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