Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina? | Croatian Digital Theses Repository

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master's thesis

Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?

Rijeka: University of Rijeka, Faculty of Teacher Education in Rijeka, 2018. urn:nbn:hr:189:560378

Marković, Iva

University of Rijeka
Faculty of Teacher Education

Cite this document

APA 6th Edition

Marković, I. (2018). Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina? (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:560378

MLA 8th Edition

Marković, Iva. "Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:560378

Chicago 17th Edition

Marković, Iva. "Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:560378

Harvard

Marković, I. (2018). 'Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 23 April 2024, https://urn.nsk.hr/urn:nbn:hr:189:560378

Vancouver

Marković I. Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina? [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2018 [cited 2024 April 23] Available at: https://urn.nsk.hr/urn:nbn:hr:189:560378

IEEE

I. Marković, "Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:189:560378

Cite this item: https://urn.nsk.hr/urn:nbn:hr:189:560378

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Title	Kako učitelji razumijevaju kreativnost i vlastitu ulogu u kreiranju inovativnih odgojno-obrazovnih okolina?
Author	Iva Marković
Mentor	Renata Čepić (mentor)
Committee member	Sanja Skočić Mihić (predsjednik povjerenstva)
Granter	University of Rijeka Faculty of Teacher Education Rijeka
Defense date and country	2018-11-16, Croatia
Scientific / art field, discipline and subdiscipline	INTERDISCIPLINARY AREAS OF KNOWLEDGE Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract	Osnovni cilj ovoga rada bio je utvrditi kakvi su stavovi učitelja prema kreativnosti općenito, kreativnosti djece i njihovoj ulozi pri poticanju kreativnosti djece kao načina inovativnog doprinosa odgojno-obrazovnoj praksi. U radu je primijenjen kvalitativni i kvantitativni istraživački pristup kako bi se dobio uvid u stavove učitelja prema mitovima o kreativnosti i njihove samoprocjene o kompetencijama za kreiranje učinkovitih i inovativnih odgojno-obrazovnih okolina za poticanje kreativnoga mišljenja učenika. Istraživanjem je obuhvaćeno 117 ispitanika iz 11 osnovnih škola Primorsko-goranske županije. Utvrđene su umjerene razine slaganja učitelja s istraženim mitovima prema kreativnosti te su stavovi učitelja prema mitovima o kreativnosti bez značajnih korelacija ili razlika u odnosu na pojedine socio-demografske karakteristike. Učitelji su procijenili stečenost vlastitih kompetencija znatno većom stručnim usavršavanjem i samostalnim učenjem negoli tijekom studija. Pri određivanju kreativnosti i opisivanju primjera manifestacije kreativnosti kod djece, učitelji najčešće ističu kreativnost kao sposobnost i proces stvaranja u području likovnosti i rješavanja problema. Dobiveni rezultati razmotreni su u kontekstu obrazovnih implikacija za praksu.
Abstract (english)	The main aim of this MA paper was to determine what are teachers' attitudes toward creativity in general, the creativity of children and their role in encouraging children's creativity as a way of innovative contribution to educational practice. This qualitative and quantitative research approach has been applied in order to gain insight into the attitudes of teachers towards creativity myths and their self-assessments of competences to create effective and innovative educational settings to stimulate creative thinking of students. The survey included 117 respondents from 11 elementary schools of Primorsko-goranska County. Teachers show moderate level of stacking with myths about creativity and attitudes of teachers to myths about creativity have been established without significant correlations or differences in relation to individual socio-demographic characteristics. Teachers have assessed the acquisition of their own competences by far greater professional training and independent learning than during their studies. In determining creativity and describing examples of creativity manifestation in children, teachers most often emphasize creativity as the ability and the process of creating in the field of artwork and solving problems. The results obtained are considered in the context of educational implications for practice.
Keywords
Keywords (english)
Language	croatian
URN:NBN	urn:nbn:hr:189:560378
Study programme	Title: Integrated graduate and graduate study of Primary School Education Study programme type: university Study level: integrated undergraduate and graduate Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resource	Text
File origin	Born digital
Access conditions	Open access
Terms of use
Repository	Repository of the University of Rijeka, Faculty of Teacher Education
Created on	2018-11-15 08:20:51