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Abstract
This study examined South Korean and African teachers’ perceptions of creativity in teaching and their professional development experiences, ideas about creative strategies, and creativity inducible environments. We also examined possible differences between the teachers from the two continents in their perceptions, ideas, and experiences. Participants in the study consisted of 93 South Korean and African K-12 teachers. Data were collected through on- and offline surveys. For analysis, the study employed independent samples t-test, Chi-square, and Pearson correlations to examine the differences in the perceptions of the two groups as well as any correlations between variables. Findings showed that the teachers were commonly limited in their perceptions of creativity. In terms of difference, South Korean teachers perceived ‘ethicality’ as higher than African teachers indicating Korean teachers’ strong consideration for ethics in creativity. Though creativity was not part of the initial teacher education programs in both groups, the study revealed that most Korean teachers developed their ideas about teaching for creativity during in-service teacher development programs whereas African teachers developed their ideas about teaching for creativity mainly through personal experience. Generally, both groups shared similar ideas on what constitutes strategies to foster student creativity. In creativity inducible learning environment, Korean teachers perceived flexible use of time, and flexible use of space higher than Africans whilst Africans perceived flexibility and free movement around the space higher than Koreans. Implications for teacher development for fostering student creativity are provided.
Abstract
This study explores the relationship between Teacher Digital Competencies (tdc) and Teacher Self-Efficacy (tse), which affects student outcomes and academic success. With the increasing use of technology in education, the covid19 pandemic highlighted the need for effective use of technology in classrooms. This research examines if tse and other factors such as sociodemographic and school characteristics explain tdc for Korean and Colombian teachers. The study also compares tse levels before and after the pandemic. Results show that tse, sociodemographic factors, and school characteristics explain Colombian tdc, whereas only tse explains Korean tdc. Colombian teachers had higher tse than Korean teachers before and after the pandemic. While tse levels decreased for both countries, there was a surprising increase in the means for tse related to ict. This study highlights the need for further research on tse and tdc in different societies.