Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/9787
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Issue Date: 
1999
Citation: 
Tan, A. G. (1999). An exploratory study of Singaporean student teachers' perception of teacher roles that are important in fostering creativity. Education Journal, 27(2), 103-123.
Abstract: 
Following its aspiration to develop an excellent educational system, creativity appears gradually as a component of education in Singapore. In June 1997 the "Thinking Schools" concept was announced outlining teacher roles in fostering creative thinking. This paper investigated student teachers' perceptions of teacher roles in enhancing students' creativity in the classrooms. 140 student teachers participated in a paper-and-pencil survey rating teacher characteristics that were important for fostering creativity of primary school students and secondary school students on a 9-Likert scale. The student teachers perceived that primary school teachers who can help foster students' creativity are those who possess basic pedagogical skills, creative disposition, interpersonal disposition and classroom management skills. They regarded that secondary school teachers who can help foster students' creativity are those who possess creative disposition and skills, as well as know-how for fostering thinking skills, social skills and pedagogical skills. The student teachers' different perceptions of teacher roles in fostering creativity of primary and secondary school students were discussed.
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