| Abstract | Ovim radom istražile su se kreativne kompetencije nastavnika Likovne umjetnosti koje se primjenjuju u poučavanju. Iako ne postoji točna definicija kreativnosti možemo reći da se ona očitava u nekom neobičnom talentu jer visoko kreativan čovjek propituje usvojena pravila i pretpostavke, povezuje stvari koje uobičajeno nisu povezane, takav čovjek zamišlja ono što bi moglo biti, testira nove, svježe pristupe i kritički se osvrće na ideje i rezultate. To znači da kreativnost uvijek uključuje originalnost. Česta zabluda je da su samo umjetnici kreativni, a dokazano je da je to sposobnost svih ljudi koja se može razvijati tijekom školovanja. Dok je kreativnost učenika često mjerena i razvijana od najranije dobi malo se posvećivalo razvijanju kreativnih kompetencija nastavnika. Usmjerili smo se samo na jedan segment pedagoškog koncepta kreativnosti, kreativno poučavanje koji se odnosi na kreativne načine prenošenja znanja. Provedena je anketa na malom uzorku nastavnika koji su različite dobi, obrazovanja i radnog staža. Za anketu je korištena metoda kvalitativne i kvantitativne analize sadržaja, odnosno mješoviti istraživački pristup. Pitanja su podijeljena u grupe prema kompetencijama koje bi nastavnik trebao posjedovati. U svakoj od tih grupa postavljen je niz pitanja s višestrukim odgovorima gdje pojedinac zaokružuje koliko se slaže s određenom tvrdnjom ili koliko se ta tvrdnja odnosi na njega i njegov rad. Pitanja koja su postavljenja unutar ovih šest grupa ispituju divergentno razmišljanje pojedinaca. Ovim radom se željelo pridonijeti ozbiljnijem shvaćanju pojma kreativnosti i prikazati da svatko ima određeni kreativni potencijal, koji se uz odgovarajuću podršku nastavnika i kreativnu nastavu, može ostvariti. Stoga je nužno da se svi stručnjaci za odgoj i obrazovanje intenzivnije bave kreativnošću kako bi kreativna nastava bila češće prakticirana u učionicama i kako bi se kreativno mišljenje moglo bolje razumjeti i prakticirati u svakodnevnim životnim situacijama. |
| Abstract (english) | This research paper explored the creative competencies of art teachers. Although there is no exact definition of creativity, we can say that it manifests in some unusual talent, highly creative person questions adopted rules and assumptions, connects things that are not usually related, such person, imagine what could be, tests new, fresh approaches and critically looks back at ideas and results. This means that creativity always includes originality. It is a common misconception that only artists are creative, and it has been proven that this is an ability of all people that can be developed during schooling. While student’s creativity has often been measured and developed from an early age, little has been devoted to developing teacher’s creative competencies. We focused on only one segment of the pedagogical concept of creativity, creative teaching that refers to creative ways of transferring knowledge. A survey was conducted on a small sample, teachers who are of different ages, education, and work experience. The method of qualitative and quantitative content analysis, in a mixed research approach, was used for the survey. The questions are divided into groups according to the competencies that teacher should possess, in each of these groups a series of questions is asked in a network with multiple answers where everyone can circle how much he agrees with a particular statement or how much that statement applies to him and his work. The questions posed within these six groups examine the divergent thinking of individuals. This paper aimed to contribute to a more serious understanding of the concept of creativity and to show that everyone has a certain creative potential, which with the appropriate support of teachers and creative teaching, can be realized. Therefore, all education professionals must be more intensively engaged in creativity so that creative teaching is more often practiced in classrooms and so that creative thinking can be better understood and practiced in everyday life situations. |
