A study of early childhood teachers’ conceptions of creativity in Hong Kong

Hun Ping Rebecca CHEUNG, Magdalena Mo Ching MOK

Research output: Contribution to journalArticles

13 Citations (Scopus)

Abstract

The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers’ conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal attributes. Early childhood teachers in Hong Kong ascribed high importance to these dimensions as defining characteristics of creativity, with a person’s cognitive processes and personal attributes being ascribed relatively more important while product as relatively less importance. In particular, imagination, multiple perspectives and curiosity were perceived as very important concepts of creativity. Teachers with different teaching backgrounds shared very similar conceptions of creativity. Significant results were found with regard to product only. The findings have implications for early childhood teacher education programmes and professional development in Hong Kong. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)119-133
JournalEducational Psychology
Volume33
Issue number1
Early online dateDec 2012
DOIs
Publication statusPublished - Jan 2013

Citation

Cheung, R. H. P., & Mok, M. M. C. (2013). A study of early childhood teachers’ conceptions of creativity in Hong Kong. Educational Psychology, 33(1), 119-133.

Keywords

  • Creativity
  • Early childhood teachers
  • Hong Kong

Fingerprint Dive into the research topics of 'A study of early childhood teachers’ conceptions of creativity in Hong Kong'. Together they form a unique fingerprint.