“THE ROLE OF CREATIVITY IN THE TEACHING PROCESS”
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Abstract:
In the context of modern education, creativity has emerged as a fundamental component of effective teaching and learning. This paper examines the multifaceted role of creativity in the teaching process, emphasizing its significance in enhancing student engagement, motivation, and academic performance. Creativity in education is not limited to the use of artistic expression, but encompasses innovative teaching strategies, flexible thinking, and the ability to adapt lessons to suit diverse learners’ needs and interests. The research investigates how creative teaching methods—such as collaborative learning, experiential activities, problem-based tasks, and the integration of digital tools—can foster a more dynamic and student-centered classroom environment.
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Aud Berggraf Saebø, Laura A. McCammon, Larry O'Farrell Caribbean Quarterly, Vol. 53, No. 1/2, Returning the Gaze: Reclaiming the Voice – Post-Colonialism and its Implications for Drama and Education (March - June 2007), pp. 205-215
National Art Education Association A Journal of Issues and Research 2009, 50(4), 382-399 Reconceptualizing the Role of Creativity in Art Education Theory and Practice Enid Zimmerman Indiana University
“Creativity in education is the process of bringing something new into existence that has value and relevance.” — E. Paul Torrance (1974), “Creative Learning and Teaching.”
“Education should not be about memorizing facts but about nurturing creativity and critical thinking to prepare students for the complexities of the modern world.”
— Ken Robinson (2006), “Do Schools Kill Creativity?”
“Teachers who encourage creativity foster students’ intrinsic motivation and engagement, leading to deeper learning and personal growth.” — Mark A. Runco & Selcuk Acar (2012), “Divergent Thinking as an Indicator of Creative Potential.”
“The integration of technology in teaching provides new avenues for creative expression and collaborative learning among students.” — Punya Mishra & Matthew J. Koehler (2006), “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge