This study investigated how pre-service teachers’ perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service teachers regarded the major goal of classroom management as establishing discipline in the classroom through deploying reactive disciplinary strategies prior to taking the course. Their conceptualization of classroom management changed, and they mostly started to include proactive strategies to create a learning environment fostering meaningful learning and enhancing students’ social and emotional development. Their approach to student misbehavior became more nuanced and informed with more elaboration in terms of a) the context in which it would appear, (b) its frequency of happening, (c) its severity, and (d) its possible effects on students, wider audience, and teaching-learning processes.

This selective integrative narrative review article examines creativity awareness as a critical cognitive state and highlights its intentional development in teaching and learning as part of essential 21st-century skill building. The article is organized around three interconnected themes: (1) Creativity as a 21st-century skill; (2) Exploring the journey to promoting creativity awareness in education: A multi-dimensional focus; and (3) Enhancing creativity awareness through research and science communication. Grounded in established and emerging research in the field, this review provides research-informed insights and practical recommendations for educators, researchers, and school counselors to recognize, appreciate, and promote creativity awareness in ways that contribute to more adaptive, innovative, and equitable educational environments.

Purpose: This qualitative case study explores whether and to what extent a scientific creativity training improved primary school science teachers’ consciousness of scientific creativity, and how these changes in the teachers’ scientific creativity consciousness were transferred into their classroom practices following the intervention. Design/Methodology/Approach: A Scientific Creativity Training Program (SCTP) was developed by the researchers. Data were collected from seven primary school science teachers using semi-structured interviews, in-class observations, and document analysis. Data were analyzed using an inductive content analysis. Findings: The results indicated that the SCTP (Scientific Creativity Training Program) seemed to improve the teachers’ consciousness of scientific creativity. The results also indicated that all teachers integrated scientific creativity into their classroom practice as a result of the SCTP. The SCTP was found to enable teachers to reflect on the extent to which they employed creativity in their personal and professional lives and question the extent to which they taught creativity and/or used creative methods in the classroom. Furthermore, the analysis indicated that the SCTP improved the teachers’ creativity consciousness and enhanced their pedagogical content knowledge. This was in turn found to affect the teachers’ classroom practices, as it led them to believe that creativity is malleable and increased their motivation and self-efficacy to foster their students’ creative consciousness and creative attitudes. The teachers seemed to use more creative activities and materials in their science classrooms following the intervention, despite the presence of hindrances that negatively impacted their practices. Highlights: Our results indicated that creativity education can lead teachers to make significant changes to their classroom practice by gradually integrating scientific creativity. The present study also reveals that each teacher has a unique trajectory of change regarding creativity and creative teaching, which needs to be taken into consideration for more sustainable creativity education.

The purpose of this study was to develop a scale to investigate Turkish pre-service teachers' perceptions of professional ethics in teaching. This survey research consisted of two studies. In study 1, an exploratory factor analysis (EFA) was performed in SPSS 23 in order to investigate the scale’s factorial structure. Study 1 involved a convenience sample of 220 senior pre-service teachers studying at two Turkish public universities. The EFA yielded a single factor structure which accounted for 39.36% of the total variance and included 43 items. In study 2, a confirmatory factor analysis (CFA) was conducted in LISREL 9.30 to test and confirm the uni-dimensional structure of the 43-item scale obtained in study 1 on a data set of 724 participants from four public universities. Overall, the results prove that this 43-item scale is a valid and reliable tool to test pre-service teachers’ perceptions of professional ethics.

This study investigates the factorial structure of a five-item questionnaire for student ratings of teaching (SRT) at a university setting. It features factor analyses of three large samples of data from a large Midwestern public university in the USA. Students completed the questionnaire at the end of courses. There were three campuses at the university, and thus three data sets in the study including an evaluation of a total of 27,693 courses with responses from a total of 1,087,652 students. An exploratory factor analysis with maximum likelihood extraction and varimax rotation was conducted to explore the factorial structure of the three data sets separately. The results indicated that there was only one factor explaining 80.99%, 77.18% and 84.94% of the variance in the Campus 1, 2 and 3 data sets, respectively. Thus, our results suggested that the data set in each campus was primarily unifactor. That the five-item SRT measure is unifactor across the courses in each of the campuses is a robust finding. Calculation of the Cronbach’s alpha coefficient of the questionnaire indicated that the questionnaire had high internal consistency reliability (i.e. α = .94, α = .92 and α = .95) for Campus 1, 2 and 3, respectively.

The purpose of this study was to examine the extent to which criterion-referenced originality scores are related to scores generated through alternative measures of originality (i.e., sample-based scoring and expert-referenced scoring) in mathematical problem-solving tasks. Drawing on data from 520 students enrolled in a public elementary school situated in a culturally diverse metropolitan area of New South Wales, Australia, the criterion-referenced approach was compared psychometrically with sample-based and expert-referenced scoring approaches. Another focus for analysis was on how each scoring system describes the relationship between originality and fluency. The results are important for ongoing debates about creativity and educational assessment, highlighting the implications of scoring methods for the interpretation of students’ original mathematical thinking. The study contributes important information for the design of fair and meaningful assessment and scoring practices.