Andronnikova Olga Olegovna
Candidate of Psychological Sciences, Assistant Professor, Dean of the Faculty
of Psychology, Novosibirsk State Pedagogical University, Novosibirsk.
Е-mail: email@example.com. ORCID: 0000-0002-1756-7682
RELATIONSHIP OF CREATIVITY IN THE ACTIVITIES
OF A TEACHER WITH THE EFFICIENCY OF LEARNING ACTIVITIES OF STUDENTS
The importance of creativity in education is now widely recognized as an essential skill of the 21st century. This article examines the relationship of teachers ‘creativity with the style of pedagogical communication and the effectiveness of students’ learning activities. The study involved 28 teachers (including 6 men and 22 women aged 32-60 years) and 78 students, whose classes were taught by these teachers. Research methods: method of determining personal creativity E. E. Tunic; method for determining social creativity (level of creative potential) E. E. Tunic; test questionnaire “Style of pedagogical activity” А. М. Markova and A. Ya. Nikonova, analysis of documents documenting the success of their educational activities, elements of pedagogical monitoring. It was revealed that the parameters that determine the creative characteristics of the personality of teachers and their individual teaching styles are in a significant relationship. The expressiveness of the emotional-improvisational and emotional-methodological styles of teaching contributes to the manifestation of the teacher’s creative abilities, and the orientation towards the reasoning-methodological style, on the contrary, prevents the realization of these qualities. Students in whom the majority of teachers demonstrate a creative approach in pedagogical activity show higher educational results and involvement in the educational process.
Keywords: creation, creativity in the teacher’s work, teaching activities, student performance
1. Andreev V. I. Pedagogical heuristics for creative self-development of multidimensional thinking and wisdom: monograph. Kazan, CIT, 2015. 288 p. (In Russian)
2. Vorontsova T. V. Analysis and modeling of innovative teaching activities. Moscow: Publishing house “Bulletin of RAAS”, 2012. 41 p. (In Russian)
3. Zagvyazinsky V. I. Modern educational situation and tasks of modernization of Russian education. Public education, 2012, no. 5. pp. 11-16. (In Russian)
4. Kan-Kalik V. A., Nikandrov N. D. Pedagogical creativity. Moscow: Pedagogika, 1990, 144 p. (In Russian)
5. Kolesina K. Yu., Miroshnichenko A. V. Problems of pedagogical innovations in modern education. North Caucasian psychological bulletin, 2014, no. 4. (In Russian)
6. Ramazanova E. A. The essence of the teacher’s innovative activity. Problems of modern pedagogical education, 2017, no. 54 (2), pp. 248-253. (In Russian)
7. Khachaturova K. R. Creativity of a teacher in a modern school. International research journal, 2021, no.1 (103) Part 4, pp. 174-178. (In Russian) DOI: 10.23670/IRJ.2021.103.1.122
8. Khutorskoy A. V. Pedagogical innovation: methodology, theory, practice. Moscow, 2005, 222 p. (In Russian)
9. Avsec S; Ferk Savec V. Predictive modelling of pre-service science and technology teachers’ innovative behaviour. Journal of Baltic Science Education, Šiauliai, 2021, Vol. 20. (2) pp. 171-183. DOI: https://doi.org/10.33225/jbse/21.20.171
10. Baghaei S., Riasati M. J. An investigation into the relationship between teachers’ creativity and students’ academic achievement: A case study of Iran EFL context. Middle East Journal of Scientific Research, 2013, Vol. 14(12), pp.1576–1580. DOI: https://doi.org/10.5829/idosi.mejsr.2013.14.12.803
11. Hall C. Thomson P. Creativity in teaching: What can teachers learn from artists?. Recherche & formation, 2017, Vol. 3(3), pp. 55-77. DOI: https://doi.org/10.4000/rechercheformation.2983
12. Hosseini S., Rastegar Haghighi Shirazi Z. Towards teacher innovative work behavior: A conceptual model. Cogent Education, 2021, Vol. 8(1). DOI: https://doi.org/10.1080/2331186X.2020.1869364
13. Kaplan D. Creativity in Education: Teaching for Creativity Development. Psychology, 2019, Vol. 10, pp. 140-147. DOI: https://doi.org/10.4236/psych.2019.102012.
14. Khikmah L. Teachers’ creativity in designing learning activities: Sustaining students’ motivation. English Review. Journal of English Education, 2019, Vol. 7(2), pp. 85–92. DOI: https://doi.org/10.25134/erjee.v7i2.1639.
15. Kong Y., Li M. Proactive personality and innovative behavior: The mediating roles of job-related affect and work engagement. Social Behavior and Personality: An International Journal, 2018, Vol. 46(3), pp. 431–446. DOI: https://doi.org/10.2224/sbp.6618
16. Stoll L., Kools M. The school as a learning organization: A review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2017, Vol. 2(1), pp. Pp. 2–17. DOI: https://doi.org/10.1108/JPCC-09-2016-002s
17. Thurlings M., Evers A. T., Vermeulen M. Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 2015, Vol. 85(3), pp. 430–471. DOI: https://doi.org/10.3102/0034654314557949
18. Timanson P., Costa J. D. Learning organizations and their relationship to educational improvement. In P. Newton & D. Burgess (Eds.), 2016. The best available evidence (pp. 99–112). Sense Publishers.