Understanding of Creativity by Korean Elementary Teachers in Gifted Education

Abstract

Abstract ABSTRACT: The purpose of this study was to examine Korean elementary teachers' understanding of creativity, in particular those who teach the gifted students. Facilitating creativity was one of the major goals in gifted education in Korea, and teachers' role was considered to be crucial in achieving this goal. Forty-two elementary teachers were surveyed with an open-ended questionnaire to identify their understanding of creativity. Their answers were analyzed based on cognitive, personal, and environmental components of creativity. Teachers who mentioned all three components were recognized to have a balanced view. However, one third of the teachers had a biased view, mentioning only 1 component. Many had an intermediate view, mentioning 2 components. Preference for the cognitive component, the disregard of the personal component, and the partial understanding of the environmental component were also discovered. To successfully facilitate creativity in gifted education, teachers' balanced view is essential. Thus the personal component and the environmental component should be emphasized to improve their understanding.