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İngilizce Öğretmenleri Yaratıcılığı Nasıl Algılıyor?

Yıl 2021, Cilt: 10 Sayı: 3, 512 - 525, 05.10.2021
https://doi.org/10.14686/buefad.862149

Öz

21. yüzyıl becerilerinden biri olarak yaratıcılık, eğitimin temel odak noktalarından birisi olmalıdır. Çünkü öğrencilerin yaratıcılıklarını tüm eğitim bağlamlarında geliştirmek, onların yaşamlarına hem şuan hem de gelecek için muhakkak ki önemli katkılarda bulunmaktadır. Yabancı dil olarak İngilizce öğretimi alanında da yaratıcı düşünme özenle ve sebatla teşvik edilmelidir. Kuşkusuz en büyük ve en mühim rol öğrencilerindeki yaratıcılığı yaratıcı öğretimle cesaretlendirmesi ve geliştirmesi beklenen öğretmenlere ait olduğu için, İngilizce öğretmenleri de derslerindeki yaratıcılığa yönelik kendi başlıca rollerinin tamamen farkında olmalıdır. Bu açıdan, İngilizce öğretmenlerinin algılarını anlamak önemlidir. Bu yüzden, bu çalışmanın amacı İngilizce öğretmenlerinin yaratıcılık üzerine algılarını araştırmak ve cinsiyet, yaş, deneyim ve lisans bölümünün öğretmenlerin yaratıcılık üzerine algılarına etkisi olup olmadığını belirlemektir. Bu çalışma betimsel bir araştırma olarak tasarlanmış ve Elazığ’daki ortaokullarda halen çalışmakta olan 200 İngilizce öğretmeniyle yürütülmüştür. Veri analizi SPSS 21 kullanılarak yapılmıştır. Sonuçlar, İngilizce öğretmenlerinin yaratıcılık üzerine algılarının genel olarak yüksek olduğunu ortaya çıkmıştır. Fakat çoğu İngilizce öğretmeninin yaratıcı düşünmeyi geliştirmek için yeni ve etkili fırsatları her zaman sunmadıkları görülmüştür. İngilizce öğretmenlerinin cinsiyet, yaş, deneyim ve lisans bölümlerinin, onların yaratıcılık üzerine algılarını etkilemediği de belirlenmiştir.

Kaynakça

  • Akçay, A. (2019). An Analysis of ELT Coursebooks in Terms of 21st Century Skills: Communication, Collaboration, Critical Thinking, Creativity. Akdeniz University, Department of Foreign Language Education. Antalya: National Thesis Center of the Council of Higher Education.
  • Aljughaiman, A., & Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17-34.
  • Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2014). Primary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice. English Language Teaching, 7(9), 74-90.
  • Baghaei, S., & Riasati, M. J. (2015). An Investigation into the Relationship Between Teachers' Creativity and Students' Academic Achievement: A Case Study of Iran EFL Context. Journal of Studies in Learning and Teaching English, 4(2), 21-32.
  • Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1), 231-246.
  • Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Teachers' response preferences. Thinking Skills and Creativity, 2(1), 1-9.
  • Beghetto, R. A. (2010). Creativity in the Classroom. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 447-463). USA: Cambridge.
  • Bereczki, E. O., & Kárpáti, A. (2018). Teachers' beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56.
  • Birkmaier, E. M. (1971). The Meaning of Creativity in Foreign Language Teaching. The Modern Language Journal, 55(6), 343-353.
  • Buyukozturk, Ş. (2016). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cimermanova, I. (2015). Creativity in EFL teacher training and its transfer to language teaching. 7th World Conference on Educational Sciences (WCES) 197, pp. 1969-1975. Athens-Greece: Procedia-Social and Behavioral Sciences.
  • Clarke, M. A. (2005). Creativity in modern foreign languages teaching and learning. Subject Perspectives on Creativity, Higher Education Academy., 1-8.
  • Constantinides, M. (2015). Creating creative teachers. In A. Maley, & N. Peachey (Eds.), Creativity in the English language classroom (pp. 115-122). London: British Council.
  • Copley, A. J. (2001). Creativity in education & learning: A guide for teacher and educators. London: Koran Page.
  • Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. UK: Routledge.
  • Cremin, T. (2009). Teaching English Creatively. London: Routledge.
  • Cubukcu, F. (2010). Creative Thinking and Poetry in ELT Classes. International Conference on New Trends in Education and Their Implications, (pp. 786-791). Antalya-Turkey.
  • Fasko, D. (2001). Education and Creativity. Creativity Research Journal, 13(3-4), 317-327.
  • Fisher, R. (2006). Expanding Minds: Developing Creative Thinking in Young Learners. The IATEFL Young Learners SIG Journal, 5-9.
  • Fitriah, F. (2017). Teachers' beliefs about creativity in EFL classrooms in Indonesian higher education. Doctoral Dissertation, University of Canberra, Canberra.
  • Formosa, M., & Zammit, S. (2016). Colouring outside the lines. In D. Xerri, & O. Vassallo (Eds.), Creativity in English Language Teaching (pp. 25-33). Malta: ELT Council.
  • Gunawardena, M., Sooriyampola, M., & Walisundara, N. (2017). Scaffolding thinking in ESL lessons: Negotiating challenges. Thinking Skills and Creativity, 24, 279-285.
  • Hondzel, C., & Hansen, R. (2015). Associating creativity, context, and experiential learning. Education Inquiry, 6(2), 177-190.
  • Huang, X., Lee, J., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers' attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65.
  • Iakovos, T. (2011). Critical and Creative Thinking in the English Language Classroom. International Journal of Humanities and Social Science, 1(8), 82-86.
  • Kaufman, J. C., & Sternberg, R. J. (2007). Creativity. Change: The Magazine of Higher Learning, 39(4), 55-60.
  • Kurt, G., & Önalan, O. (2018). Turkish Pre-Service EFL Teachers' Perceptions of Creativity. International Online Journal of Education and Teaching (IOJET), 5(3), 636-647.
  • Li, L. (Ed.). (2016a). Thinking skills and creativity in second language education: Where are we now? Thinking Skills and Creativity, 22, 267-272.
  • Li, L. (2016b). Integrating thinking skills in foreign language learning: What can we learn from teachers' perspectives? Thinking Skills and Creativity, 22, 273-288.
  • Lin, Y. (2011). Fostering Creativity through Education-A Conceptual Framework of Creative Pedagogy. Creative Education, 2(3), 149-155.
  • Makel, M. (2009). Help us creativity researchers, you’re our only hope. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 38-42.
  • Maley, A. (2013). Creative Approaches to Writing Materials. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp. 167-189). UK: Bloomsbury.
  • NACCCE. (1999). All Our Futures: Creativity, Culture and Education. London: Department for Education and Employment.
  • Özbek, A. (2006). The effect of a creative thinking programme on Efl students' attitudes towards their own creativity in writing. Gazi University, English Linguistics and Literature. Ankara: National Thesis Center of the Council of Higher Education.
  • Özcan, D. (2010). Contributions of English teachers’ behaviours on students’ creative thinking abilities. WCES (pp. 5850-5854). Procedia Social and Behavioral Sciences 2.
  • Read, C. (2015). Seven pillars of creativity in primary ELT. In A. Maley, & N. Peachey (Eds.), Creativity in the English language classroom (pp. 29-36). London: British Council.
  • Richards, R. (2007a). Introduction. In R. Richards (Ed.), Everyday Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives (pp. 3-23). Washington: American Psychological Association.
  • Richards, R. (2007b). ‘Twelve Potential Benefits of Living More Creatively'. In R. Richards (Ed.), Everyday Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives (pp. 289-319). Washington: American Psychological Association.
  • Richards, R. (2010). Everyday Creativity: Process and Way of Life- Four Key Issues. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 189-216). USA: Cambridge.
  • Richards, J. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.
  • Rinkevich, J. L. (2011). Creative Teaching: Why it Matters and Where to Begin. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 219-223.
  • Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
  • Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students’ achievement? Journal of Creative Behavior, 40(1), 47-72.
  • Smith, J. K., & Smith, L. F. (2010). Educational Creativity. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 250-265). USA: Cambridge.
  • Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
  • Sternberg, R. J., & Lubart, T. I. (1999). The Concept of Creativity: Prospects and Paradigms. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 1-14). USA: Cambridge University Press.
  • Sternberg, R. J., & Williams, W. M. (1996). How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Şenel, E. (2018). The Integration of Creative Writing into Academic Writing Skills in EFL Classes. International Journal of Languages’ Education and Teaching, 6(2), 115-120.
  • Tin, T. B. (2013). Towards creativity in ELT: the need to say something new. ELT Journal, 67(4), 385-397.
  • Torrance, E. P. (1965). Views of Creativity and Factors Affecting its Growth. Daedalus, 94(3), 663-681.
  • Torrance, E. P. (1977). Creativity in the Classroom: What Research Says to the Teacher. Washington, D.C.: National Education Association.
  • Tümen Akyıldız, S., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 1-14.
  • UCLES. (2018, March). Developing the Cambridge learner attributes. Retrieved from Cambridge Assessment International Education: https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-school/cambridge-learner-attributes/
  • Vygotsky, L. S. (1967/2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.
  • Xerri, D., & Vassallo, O. (Eds.). (2016a). Creativity in English Language Teaching. Malta: ELT Council.
  • Xerri, D., & Vassallo, O. (2016b). Creativity in ELT: an introduction. In D. Xerri, & O. Vassallo (Eds.), Creativity in English Language Teaching (pp. 1-7). Malta: ELT Council.
  • Yagcioglu, O. (2017). Increasing the Power of Humor and Creativity in ELT Classes. International Journal of English Language Teaching, 5(9), 83-90.

How Do EFL Teachers in Turkey Perceive Creativity?

Yıl 2021, Cilt: 10 Sayı: 3, 512 - 525, 05.10.2021
https://doi.org/10.14686/buefad.862149

Öz

As one of the 21st-century skills, creativity must become one of the primary focuses of education. This is because developing students’ creativity in all educational contexts certainly makes significant contributions to their lives both for now and for the future. Creative thinking should be stimulated diligently within the field of English as a foreign language (EFL). As the biggest and most crucial role belongs definitely to the teachers, who are expected to encourage and nurture creativity in their students through creative teaching, EFL teachers also should be well aware of their leading role for creativity in their classes. From this standpoint, understanding EFL teachers’ perceptions of creativity is significant. Thus, the purpose of this study is to investigate Turkish EFL teachers’ perceptions of creativity and to determine whether gender, age, teaching experience and undergraduate area of study influence their perceptions. This study was designed as a quantitative descriptive method research and was conducted with 200 EFL teachers working currently at the secondary schools in Elazığ. The data analysis was performed using SPSS 21. The results revealed that Turkish EFL teachers’ perceptions of creativity are high in general. Yet, it was found that the majority of EFL teachers do not always provide novel and efficient opportunities for the development of creative thinking. It was also determined that EFL teachers’ gender, age, teaching experience and undergraduate area of study do not influence their perceptions on creativity.

Kaynakça

  • Akçay, A. (2019). An Analysis of ELT Coursebooks in Terms of 21st Century Skills: Communication, Collaboration, Critical Thinking, Creativity. Akdeniz University, Department of Foreign Language Education. Antalya: National Thesis Center of the Council of Higher Education.
  • Aljughaiman, A., & Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17-34.
  • Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2014). Primary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice. English Language Teaching, 7(9), 74-90.
  • Baghaei, S., & Riasati, M. J. (2015). An Investigation into the Relationship Between Teachers' Creativity and Students' Academic Achievement: A Case Study of Iran EFL Context. Journal of Studies in Learning and Teaching English, 4(2), 21-32.
  • Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1), 231-246.
  • Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Teachers' response preferences. Thinking Skills and Creativity, 2(1), 1-9.
  • Beghetto, R. A. (2010). Creativity in the Classroom. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 447-463). USA: Cambridge.
  • Bereczki, E. O., & Kárpáti, A. (2018). Teachers' beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56.
  • Birkmaier, E. M. (1971). The Meaning of Creativity in Foreign Language Teaching. The Modern Language Journal, 55(6), 343-353.
  • Buyukozturk, Ş. (2016). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cimermanova, I. (2015). Creativity in EFL teacher training and its transfer to language teaching. 7th World Conference on Educational Sciences (WCES) 197, pp. 1969-1975. Athens-Greece: Procedia-Social and Behavioral Sciences.
  • Clarke, M. A. (2005). Creativity in modern foreign languages teaching and learning. Subject Perspectives on Creativity, Higher Education Academy., 1-8.
  • Constantinides, M. (2015). Creating creative teachers. In A. Maley, & N. Peachey (Eds.), Creativity in the English language classroom (pp. 115-122). London: British Council.
  • Copley, A. J. (2001). Creativity in education & learning: A guide for teacher and educators. London: Koran Page.
  • Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. UK: Routledge.
  • Cremin, T. (2009). Teaching English Creatively. London: Routledge.
  • Cubukcu, F. (2010). Creative Thinking and Poetry in ELT Classes. International Conference on New Trends in Education and Their Implications, (pp. 786-791). Antalya-Turkey.
  • Fasko, D. (2001). Education and Creativity. Creativity Research Journal, 13(3-4), 317-327.
  • Fisher, R. (2006). Expanding Minds: Developing Creative Thinking in Young Learners. The IATEFL Young Learners SIG Journal, 5-9.
  • Fitriah, F. (2017). Teachers' beliefs about creativity in EFL classrooms in Indonesian higher education. Doctoral Dissertation, University of Canberra, Canberra.
  • Formosa, M., & Zammit, S. (2016). Colouring outside the lines. In D. Xerri, & O. Vassallo (Eds.), Creativity in English Language Teaching (pp. 25-33). Malta: ELT Council.
  • Gunawardena, M., Sooriyampola, M., & Walisundara, N. (2017). Scaffolding thinking in ESL lessons: Negotiating challenges. Thinking Skills and Creativity, 24, 279-285.
  • Hondzel, C., & Hansen, R. (2015). Associating creativity, context, and experiential learning. Education Inquiry, 6(2), 177-190.
  • Huang, X., Lee, J., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers' attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65.
  • Iakovos, T. (2011). Critical and Creative Thinking in the English Language Classroom. International Journal of Humanities and Social Science, 1(8), 82-86.
  • Kaufman, J. C., & Sternberg, R. J. (2007). Creativity. Change: The Magazine of Higher Learning, 39(4), 55-60.
  • Kurt, G., & Önalan, O. (2018). Turkish Pre-Service EFL Teachers' Perceptions of Creativity. International Online Journal of Education and Teaching (IOJET), 5(3), 636-647.
  • Li, L. (Ed.). (2016a). Thinking skills and creativity in second language education: Where are we now? Thinking Skills and Creativity, 22, 267-272.
  • Li, L. (2016b). Integrating thinking skills in foreign language learning: What can we learn from teachers' perspectives? Thinking Skills and Creativity, 22, 273-288.
  • Lin, Y. (2011). Fostering Creativity through Education-A Conceptual Framework of Creative Pedagogy. Creative Education, 2(3), 149-155.
  • Makel, M. (2009). Help us creativity researchers, you’re our only hope. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 38-42.
  • Maley, A. (2013). Creative Approaches to Writing Materials. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp. 167-189). UK: Bloomsbury.
  • NACCCE. (1999). All Our Futures: Creativity, Culture and Education. London: Department for Education and Employment.
  • Özbek, A. (2006). The effect of a creative thinking programme on Efl students' attitudes towards their own creativity in writing. Gazi University, English Linguistics and Literature. Ankara: National Thesis Center of the Council of Higher Education.
  • Özcan, D. (2010). Contributions of English teachers’ behaviours on students’ creative thinking abilities. WCES (pp. 5850-5854). Procedia Social and Behavioral Sciences 2.
  • Read, C. (2015). Seven pillars of creativity in primary ELT. In A. Maley, & N. Peachey (Eds.), Creativity in the English language classroom (pp. 29-36). London: British Council.
  • Richards, R. (2007a). Introduction. In R. Richards (Ed.), Everyday Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives (pp. 3-23). Washington: American Psychological Association.
  • Richards, R. (2007b). ‘Twelve Potential Benefits of Living More Creatively'. In R. Richards (Ed.), Everyday Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives (pp. 289-319). Washington: American Psychological Association.
  • Richards, R. (2010). Everyday Creativity: Process and Way of Life- Four Key Issues. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 189-216). USA: Cambridge.
  • Richards, J. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.
  • Rinkevich, J. L. (2011). Creative Teaching: Why it Matters and Where to Begin. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 219-223.
  • Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
  • Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students’ achievement? Journal of Creative Behavior, 40(1), 47-72.
  • Smith, J. K., & Smith, L. F. (2010). Educational Creativity. In J. Kaufman, & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 250-265). USA: Cambridge.
  • Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
  • Sternberg, R. J., & Lubart, T. I. (1999). The Concept of Creativity: Prospects and Paradigms. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 1-14). USA: Cambridge University Press.
  • Sternberg, R. J., & Williams, W. M. (1996). How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Şenel, E. (2018). The Integration of Creative Writing into Academic Writing Skills in EFL Classes. International Journal of Languages’ Education and Teaching, 6(2), 115-120.
  • Tin, T. B. (2013). Towards creativity in ELT: the need to say something new. ELT Journal, 67(4), 385-397.
  • Torrance, E. P. (1965). Views of Creativity and Factors Affecting its Growth. Daedalus, 94(3), 663-681.
  • Torrance, E. P. (1977). Creativity in the Classroom: What Research Says to the Teacher. Washington, D.C.: National Education Association.
  • Tümen Akyıldız, S., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 1-14.
  • UCLES. (2018, March). Developing the Cambridge learner attributes. Retrieved from Cambridge Assessment International Education: https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-school/cambridge-learner-attributes/
  • Vygotsky, L. S. (1967/2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.
  • Xerri, D., & Vassallo, O. (Eds.). (2016a). Creativity in English Language Teaching. Malta: ELT Council.
  • Xerri, D., & Vassallo, O. (2016b). Creativity in ELT: an introduction. In D. Xerri, & O. Vassallo (Eds.), Creativity in English Language Teaching (pp. 1-7). Malta: ELT Council.
  • Yagcioglu, O. (2017). Increasing the Power of Humor and Creativity in ELT Classes. International Journal of English Language Teaching, 5(9), 83-90.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Vildan Çelik 0000-0001-5418-7243

Seçil Tümen Akyıldız 0000-0003-4116-7344

Yayımlanma Tarihi 5 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 3

Kaynak Göster

APA Çelik, V., & Tümen Akyıldız, S. (2021). How Do EFL Teachers in Turkey Perceive Creativity?. Bartın University Journal of Faculty of Education, 10(3), 512-525. https://doi.org/10.14686/buefad.862149
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
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