In-Service Teachers’ Conception of Creativity and Its Relation with Technology: A Perspective from Thailand

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dc.contributor.authorHung, Woei
dc.contributor.authorSitthiworachart, Jirarat
dc.date.accessioned2026-08-06T10:28:23Z
dc.date.available2026-08-06T10:28:23Z
dc.date.issued2020-04-01
dc.description.abstractRecognizing its importance, most countries have prioritized creative thinking as a critical ability that students need to develop before they enter the workforce. Thailand is no exception. For teachers to create learning environments that foster students’ creativity, teachers need a research-based understanding of creativity. Eighty-nine Thai in-service teachers responded to an online questionnaire that surveyed their conceptions of creativity and use of technology to foster creativity in their classrooms. The results of the survey revealed that the Thai in-service teachers were less readily recognizing the mini-c and Pro-c. Also, they did not seem to deem originality/novelty as a necessary criterion for creativity. More results of the survey will be further discussed.
dc.identifier.citationAsia Pacific Education Researcher, 29(2), 137-146, 2020
dc.identifier.doi10.1007/s40299-019-00460-6
dc.identifier.issn01195646
dc.identifier.other2-s2.0-85067082315
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/10896
dc.sourceAsia Pacific Education Researcher
dc.subject4-C model of creativity
dc.subjectCreative thinking
dc.subjectCreativity
dc.subjectIn-service teachers
dc.subjectTechnology
dc.titleIn-Service Teachers’ Conception of Creativity and Its Relation with Technology: A Perspective from Thailand
dc.typeArticle

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