參與創造力教學工作坊對教師創造力教學行為影響研究

Effects of a Creativity Workshop on Teachers' Creativity in Teaching

10.6869/THJER.201812_35(2).0001

蕭佳純(Chia-Chun Hsiao)

研習 ； 創造力教學 ； 縱貫性研究 ； study ； teaching for creativity ； longitudinal study

清華教育學報

35卷2期（2018 / 12 / 31）

1 - 33

繁體中文

本研究以參加創造力教學研習的教師為對象，除了分析教師創造力教學的成長趨勢之外，也瞭解教師參加創造力教學研習與否對於創造力教學初始狀態以及成長趨勢的影響。在兩年期間共進行四次調查，舉辦三次研習，參與研究的374位教師中，有83位教師志願參加三場教師創造力教學工作坊，利用階層線性模式的成長模型分析後發現：一、教師創造力教學行為的創造力意向呈現線性成長趨勢，而創造力技能呈現先上後下發展的成長趨勢；二、參與研習教師的創造力教學行為成長趨勢明顯優於未參與研究的教師。依據分析結果，本研究提出建議供相關單位參考。

Aimed at teachers participating in workshops on creative teaching, this study intends to analyze teachers' growth trends in creative teaching as well as to understand the effect of workshop participation in the initial stage and on the growth trend in creative teaching. During the research, four surveys were conducted in two years and three workshops were held, with 374 participants, among whom 83 teachers voluntarily participated in the three workshops on creativity in teaching. Using the growth model analysis in Hierarchical Linear Modeling, the results revealed that (1) teachers' intention to become creative in their teaching shows a linear growth trend and their skills in teaching creatively show an upward growth initially and then a downward trend, and (2) teachers who participated in the workshops outperformed those who did not on the growth trend of teaching creatively.

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