TEACHERS’ CREATIVE THINKING TENDENCIES AND THEIR CREATIVITY-FOSTERING CLASSROOM PRACTICES IN STEM EDUCATION

• Published in: PROBLEMS OF EDUCATION IN THE 21ST CENTURY Vol. 83; no. 4; pp. 461 - 479
• Main Authors: Aslan, Beyzanur, İnce, Murat
• Format: Journal Article
• Language: English
• Published: 24.08.2025
• ISSN: 1822-7864; 2538-7111
• DOI: 10.33225/pec/25.83.461

This study examined the link between teachers’ creative thinking tendencies and their creativity-fostering classroom practices in the context of STEM education. Employing a correlational research design, data were collected from 338 in-service teachers actively integrating STEM approaches into their instruction. Two standardized instruments were used: the Marmara Creative Thinking Tendencies Scale and the Creativity-Fostering Teacher Behavior Index. Descriptive statistics and inferential analyses (t-tests and one-way ANOVA) were conducted to examine group differences based on gender, subject area, and participation in training programs. Findings revealed no significant gender or subject-area differences in creative thinking tendencies; however, teachers who had participated in multiple training programs exhibited significantly higher scores. In contrast, female teachers demonstrated significantly higher creativity-fostering behaviors than male teachers, and preschool teachers outperformed ICT teachers in these behaviors. No significant differences were found regarding participation in STEM training programs and creativity-fostering behaviors. The findings underscore the nuanced role of teacher characteristics in promoting creativity within STEM education and suggest implications for professional development and educational design. Keywords: STEM education, creative thinking, creativity-fostering behaviors, teacher characteristics, professional development