| dc.contributor | 師培中心 | |
| dc.creator (作者) | 葉玉珠 | |
| dc.creator (作者) | Yeh, Yu-Chu;Wang, Chih Min;Ting, Yu-Shan;Chiang, Jui-Ling | |
| dc.date (日期) | 2025-09 | |
| dc.date.accessioned | 24-Sep-2025 09:38:13 (UTC+8) | - |
| dc.date.available | 24-Sep-2025 09:38:13 (UTC+8) | - |
| dc.date.issued (上傳時間) | 24-Sep-2025 09:38:13 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=179177 | - |
| dc.description.abstract (摘要) | This study aimed to develop and evaluate a blended learning program titled ‘Making Creativity Instruction Visible’ (MCIV) to enrich the professional development of preservice teachers in creativity instruction. Leveraging technology, the MCIV comprises three modules – mind reset, self-empowerment and instruction refinement, and internalization and reflection. These modules incorporate four categories of visible thinking routines that encompass diverse pedagogies for fostering creative thinking. Fifty preservice teachers in Taiwan participated in the 8-week MCIV. The findings indicate that the MCIV effectively enhanced preservice teachers’ self-efficacy in creativity, as well as their professional knowledge and teaching efficacy in creativity instruction. The results also highlight specific mechanisms contributing to the success of this teacher training. Notably, this study offers a robust training framework for making creativity instruction visible and viable. | |
| dc.format.extent | 109 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Teaching Education, Vol.36, No.3, pp.241-258 | |
| dc.subject (關鍵詞) | Creativity; professional knowledge; self-efficacy; teacher training; visible thinking | |
| dc.title (題名) | A visible thinking approach for preservice teacher training: effects and mechanisms for professional development in creativity instruction | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1080/10476210.2025.2485230 | |
| dc.doi.uri (DOI) | https://doi.org/10.1080/10476210.2025.2485230 | |
