Abstract
Bu çalışmanın amacı
Almanca öğretmenlerinin yaratıcılığı teşvik etme davranışlarını gösterme
sıklıklarını ve derslerde kullandıkları yaratıcı aktiviteleri incelemektir.
Katılımcılar Milli Eğitim Bakanlığına bağlı özel ve devlet okullarında
çalışmakta olan Almanca öğretmenleridir. Veriler likert tipi maddelerin ve açık
uçlu soruların bulunduğu bir anket aracılığı ile toplanmıştır. Elde edilen
veriler nicel ve nitel açıdan incelenmiş ve yorumlanmıştır. Bulgular ışığında
katılımcıların yaratıcılığı teşvik eden davranışları sıklıkla sergiledikleri
görülmektedir. En sık kullanıldığı görülen davranışların hayal kırıklığını
önleyerek yaratıcı güdülenmeyi artırmaya yönelik olan davranışlar olduğu
görülmüştür. Sınıflarda kullanılan yaratıcı dil öğretim aktiviteleri sınırlı
olmakla birlikte, müfredatta Almanca dersleri için ayrılan zamanın yetersizliği
ve öğrencilerin dil becerilerinin yüksek olmayışı bu tarz aktivitelerin
kullanımına engel teşkil eden iki önemli etken olarak ifade edilmiştir.
References
- Akdağ, M., Güneş, H. (2003). Öğretmen rolünün yaratıcı bir sınıf ortamı oluşturmasındaki önemi.Milli Eğitim Dergisi. 159, 60-73.
- Beghetto, R.A. & Kaufman, J.C. (2007). Toward a Broader Conception of Creativity: A Case for “mini-c” Creativity. Psychology of Aesthetics, Creativity, and the Arts. Vol. 1 (2), 73–79
- Carlile, O. & Jordan, A. (2012). Approaches To Creativity: A Guide For Teachers: A guide for teachers. Open University Press.
- Cropley A. J. (1997). Fostering creativity in the classroom: General principles. M.A. Runco (ed), Creativity research handbook (vol. 1) içinde. Cresskill, N.J: Hampton Press.
- Cropley, A. J. (2001). Creativity in Education and Learning – A Guide for Teachers and Educators. London: Kogan Page.
- Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review. 7 (2), 185-202.
- Furnham, A. & Bachtiar, V. (2008).Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45 (7), 613-617.
- Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H. & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies.29 (4), 352-358.
- Işık, A. D. (2013). Sınıf öğretmenlerinin yaratıcı bireyler yetiştirmede görev ve sorumlulukları. The Journal of Academic Social Science Studies.6 (6). 585-601 Jauk, E., Benedek,M., Dunst, B. & Neubauer, A. C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence. 41, 212-221.
- Jeffrey, B. & Craft, A. (2004) Teaching creatively and teaching for creativity: distinctions and relationships, Educational Studies, 30:1, 77-87.
- Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers‟ conceptions of creativity. Thinking Skills and Creativity, 4(1), 15–29.
- Karpova, E. E., Marcketti, S. B. & Barker, J. (2011). The efficacy of teaching creativity: assessment of student creative thinking before and after exercises. Clothing and Textiles Research Journal. 29 (1), 52-66.
- Lee, I.R. (2013). Pre-service teachers’ personality traits and creative behaviors as predictors of their support of children’s creativity.Yayınlanmamış Doktora Tezi.Florida Universitesi.
- Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118-134. Sternberg, R. J., & O'Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251–272). Cambridge: Cambridge University Press.
- Yenilmez, K. Yolcu, B. (2007). Öğretmen davranışlarının yaratıcı düşünme becerilerinin gelişimine katkısı. Sosyal Bilimler Dergisi. 18, 95-105.
Abstract
The aim of this study is to investigate frequency of
German language teachers’ creativity fostering behavior and the creative
activities that they use in the classroom. The participants are German language
teachers teaching at private and public schools in the Ministry of Education.
The data were collected through a questionnaire containing likert items and
open ended questions. The data obtained were analyzed and interpreted both
quantitatively and qualitatively. The results indicated that the participants
used creativity fostering behavior frequently. It was observed that the most
frequently used behavior was the one used to decrease student disappointment
and so that foster increase their creativity motivation. Together with the fact
that creative activities used in the classrooms were limited, it was claimed
that the limited time allocated to German language courses and learners’ low
proficiency level were two main factors that limit the use of such activities.
References
- Akdağ, M., Güneş, H. (2003). Öğretmen rolünün yaratıcı bir sınıf ortamı oluşturmasındaki önemi.Milli Eğitim Dergisi. 159, 60-73.
- Beghetto, R.A. & Kaufman, J.C. (2007). Toward a Broader Conception of Creativity: A Case for “mini-c” Creativity. Psychology of Aesthetics, Creativity, and the Arts. Vol. 1 (2), 73–79
- Carlile, O. & Jordan, A. (2012). Approaches To Creativity: A Guide For Teachers: A guide for teachers. Open University Press.
- Cropley A. J. (1997). Fostering creativity in the classroom: General principles. M.A. Runco (ed), Creativity research handbook (vol. 1) içinde. Cresskill, N.J: Hampton Press.
- Cropley, A. J. (2001). Creativity in Education and Learning – A Guide for Teachers and Educators. London: Kogan Page.
- Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review. 7 (2), 185-202.
- Furnham, A. & Bachtiar, V. (2008).Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45 (7), 613-617.
- Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H. & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies.29 (4), 352-358.
- Işık, A. D. (2013). Sınıf öğretmenlerinin yaratıcı bireyler yetiştirmede görev ve sorumlulukları. The Journal of Academic Social Science Studies.6 (6). 585-601 Jauk, E., Benedek,M., Dunst, B. & Neubauer, A. C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence. 41, 212-221.
- Jeffrey, B. & Craft, A. (2004) Teaching creatively and teaching for creativity: distinctions and relationships, Educational Studies, 30:1, 77-87.
- Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers‟ conceptions of creativity. Thinking Skills and Creativity, 4(1), 15–29.
- Karpova, E. E., Marcketti, S. B. & Barker, J. (2011). The efficacy of teaching creativity: assessment of student creative thinking before and after exercises. Clothing and Textiles Research Journal. 29 (1), 52-66.
- Lee, I.R. (2013). Pre-service teachers’ personality traits and creative behaviors as predictors of their support of children’s creativity.Yayınlanmamış Doktora Tezi.Florida Universitesi.
- Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118-134. Sternberg, R. J., & O'Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251–272). Cambridge: Cambridge University Press.
- Yenilmez, K. Yolcu, B. (2007). Öğretmen davranışlarının yaratıcı düşünme becerilerinin gelişimine katkısı. Sosyal Bilimler Dergisi. 18, 95-105.
Details
| Subjects | Studies on Education |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | November 17, 2017 |
| Submission Date | September 30, 2017 |
| Acceptance Date | November 17, 2017 |
| Published in Issue | Year 2017 Volume: 3 Issue: 1 |
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