Perceptions and Practices of Prospective Teachers: Unpacking Creativity Beliefs Nurratri Kunia Sari1*, Siswandari2, Sadjidan3, Sukarmin4
1Doctor Candidate, Universitas Sebelas Maret Surakarta
Universitas Veteran Bangun Nusantara, Sukoharjo, Indonesia,
2Prof. Dr. Universitas Sebelas Maret Surakarta, Indonesia- siswandari[at]staff.uns.ac.id
3Prof. Dr. Universitas Sebelas Maret Surakarta, Indonesia- sajidan[at]fkip.uns.ac.id
4Prof. Dr. Universitas Sebelas Maret Surakarta, Indonesia- sukarmin[at]staff.uns.ac.id
Abstract
Positive teacher confidence in creativity can provide encouragement and motivation to students to be more creative. The existence of positive beliefs from prospective teachers towards creativity, can create an environment that supports and gives high value to creativity, prospective teachers can be an important catalyst to motivate students to be more creative and innovative in the learning process. This study aims to explore deeply the beliefs of prospective teachers related to teaching creativity. Data collection was carried out on 6 PGSD students who took microteahing courses. This research was conducted through in-depth interviews. In-depth interviews can provide an in-depth understanding of a prospective teacher^s creative beliefs and the factors that influence their views. Through the use of qualitative content analysis, themes emerged: The Importance of Creativity in Learning, The Influence of Formal Education and Practical Experience and Challenges in Applying Creativity in the Classroom. The results of this study provide a more comprehensive picture of the nature of creativity from a holistic perspective as well as how to improve basic education programs in terms of effective teaching strategies for creativity. For implications, we propose future research that explores the calibration of prospective teachers^ beliefs with classroom teaching behavior.
