Acta Iadertina, Vol. 19 No. 1, 2022.
Izvorni znanstveni članak
https://doi.org/10.15291/ai.3876
CREATIVITY IN TEACHING ENGLISH LANGUAGE: STUDENTS' AND TEACHERS' (SELF)ASSESSMENTS
Tonća Jukić
orcid.org/0000-0002-9184-9856
; Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska
Ana Knezović
Sažetak
It is a common view that the modern educational system should train an individual to develop a critical, creative, and active attitude to the ever-changing environment by giving the task to teachers to create a learning environment that will allow students to construct and creatively produce knowledge. Moreover, it is believed that the teacher should have positive attitudes to creativity and design classes in which they will express their creativity and apply learning and teaching strategies conducive to the development of students’ creative thinking and behavior. To achieve this, professional literature repeatedly emphasizes the importance of training future teachers. This paper presents the results of a study conducted on a sample consisting of students studying at the Faculty of Humanities and Social Sciences, University of Split, and English language teachers employed in primary and secondary schools in Split. The study aimed to determine whether respondents differ in self-assessments of their creativity and the following assessments: the ability to express creativity in teaching English, the pedagogical importance of encouraging creativity in teaching English, and the frequency of encouraging the creativity of teachers in school and students at faculty. We started from the assumptions that there are no statistically significant differences between students and teachers in the mentioned self-assessments and assessments. The first three hypotheses were confirmed by independent samples t-tests. In contrast, the fourth hypothesis, which referred to differences between teachers in school and students during their studies with regard to assessments of the frequency of encouraging creativity, was rejected. After testing the first three hypotheses, the following was established: students and English language teachers assessed themselves as equally quite creative, teachers assessed that they were able to, and students that they would be able to express their creativity in different forms of work, and both groups of respondents assessed encouraging creativity in teaching English as quite important. After testing the fourth hypothesis, it was found that the creativity of school teachers is more often encouraged than the creativity of university students. The paper therefore emphasizes the need for greater encouragement of creativity during teacher education studies.
Ključne riječi
communication, creative curriculum, teacher education studies, training
Hrčak ID:
285122
URI
Datum izdavanja:
21.8.2022.
Posjeta: 648 *