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Abstract


YARATICILIK EĞİTİMİ ETKİNLİKLERİNİN SINIF ÖĞRETMENLERİNİN YARATICI DÜŞÜNME BECERİLERİNE ETKİSİ
The aim of the research is to determine the perspectives of the classroom teachers, who have important effects and contributions on the development of children, on creativity, their situation in the dimension of creativity, and the differences in opinion of the creativity education application presented to them within the scope of the research. The research was carried out with 13 teachers who voluntarily applied to participate in creativity education practices from the classroom teachers working in Çanakkale and its districts. In the research, mixed method was preferred, as a single-group pretest-posttest application, which is one of the semi-trial models, was used as well as qualitative and quantitative research methods. In the study, "Torrance Formal and Verbal Creativity Test" was used to determine the creativity status of the teachers and the interview form prepared by the researchers in order to determine the teachers' perspectives on creativity was used as a data collection tool. In the experimental process, the support of a field expert lecturer was carried out in the form of a single-group pretest-posttest. In the analysis of the quantitative data obtained in the research, SPSS 25.0 package program, in the analysis of the qualitative data; descriptive analysis technique was used. In the study, there was a significant difference between the pre-experimental creative thinking dispositions of the classroom teachers and the post-experimental creative thinking dispositions, this difference occurred between the verbal creative thinking sub-dimensions, fluency, flexibility and originality pretest and posttest results, the formal creative thinking sub-dimensions, fluency, It was concluded that there was a significant difference between the originality, abstractness of the titles, and resistance to premature closure pretest and posttest, while there was no significant difference in the elaboration sub-dimension. In addition, based on the analysis of the answers given by the participants to the interview questions, the training offered to them; It has also been concluded that the creativity skills that they will convey in the activities they will contribute to their creativity will contribute positively to the students and that the views and thoughts of the participants on the creative thinking dimension have changed positively after the experimental application.

Keywords
Creativity, Creativity Education, Classroom Teacher


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