Why Do Teachers Connect Better with Some Students than Others? Exploring the Influence of Teachers' Creative-Thinking Preferences

Autor/inn/en	Gurak-Ozdemir, Serap; Acar, Selcuk; Puccio, Gerard; Wright, Cory
Titel	Why Do Teachers Connect Better with Some Students than Others? Exploring the Influence of Teachers' Creative-Thinking Preferences
Quelle	In: Gifted and Talented International, 34 (2019) 1-2, S.102-115 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2019.1684221
Schlagwörter	Teacher Student Relationship; Teacher Influence; Creative Thinking; Preferences; Elementary School Teachers; Middle School Teachers; High School Teachers; Preschool Teachers; Personality Traits; Student Characteristics; Self Concept; Bias; New York + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Kreatives Denken; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Selbstkonzept
Abstract	Teacher-student connection is influenced by several factors and one possible factor is teachers' creative-thinking preferences (CTP). The present study investigated the extent to which teachers' CTP predicts their view of favorable student characteristics. Teachers' CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed the FourSight measure and the Torrance Ideal Child Checklist. This checklist of 66 adjectives asks the respondent to identify qualities that should be encouraged or discouraged in their students. Results showed that teachers have a tendency to support characteristics associated with their own preference. Specifically, teachers with a stronger Ideator preference showed a clear tendency to encourage ideating qualities among students over Developer and Implementer characteristics. In sharp contrast, teachers with higher Clarifier preferences did not favor ideating qualities. The results reveal an implicit bias on the part of teachers to promote qualities that align most with their own creative-thinking preferences. These findings underscore the importance of teacher training that promotes awareness of this creative thinking preference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01