A Cross-Cultural Comparison: Teachers’ Conceptualizations of Creativity

Abstract

The purpose of this study was to understand teachers’ conceptualizations of creativity and its difference among 3 countries. The conceptualization of creativity denotes the concept and exhibition of creativity, the traits of creative students, and the fostering and hindering factors for creativity in school settings. A questionnaire was administered to 515 teachers from China (N = 326), Germany (N = 139), and Japan (N = 50). Results showed that creativity was perceived as a divergent thinking ability that emphasizes novelty across 3 countries. It can be developed and more easily exhibited in art and science and is unrelated to school achievement. Creative students were perceived as imaginative, original, curious and willing to try new things. Besides the shared conceptualizations, there were also differences among countries. Chinese teachers thought it was less likely to exhibit creativity in literature. To them, the perceived fostering factors of creativity were critical thinking, independence, and motivation; hindering factors were evaluation system and resource limitations. German teachers thought it was less likely to exhibit creativity in mathematics. To them, the perceived fostering factors of creativity were encouragement and feedback, independence, and initiatives; hindering factors were working pressure, resources, and discipline. Japanese teachers considered creativity less likely to be developed. The results suggested cultural differences and have several implications for creativity cultivation.

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