Teachers' perception on creativity at armenian schools in the diaspora

• Autor(a) principal: Gavrilof, Kayane
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/55799
• topic: Criatividade; Escolas - Arménia; Pedagogia; Educação; Estudos de caso; Domínio/Área Científica::Humanidades::Artes

Creativity is being undermined by many constant systems and traditional mainstream education is one of the ringleaders in this regard. Besides many financial or moral problems in Armenian schools in the diaspora, the importance given to creativity is just as worth analyzing. These schools have been established for more than a century in various countries which are mainly aiming at cultural and lingual transmission to new generations alongside of implementing their local national curriculum. If education is being used as a channel to retain a culture in a foreign community, it inevitably demands particular attention on education to avoid droning problems and probable inculcation towards students. These are important points that have the potential to adversely affect the idea of holistic, student-centered education and consequently hinder the creativity development among the students, teachers, parents, and eventually the society. Unfortunately, the lack of academic studies about the current state of Armenian schools is obstructing gathering any information in terms of the development of creativity. This deficiency paves the way for unearthing the interactive problems by this study in these schools, based on creativity. In order to collect present data, the study had practice on an online survey and ongoing programs in regard. Subsequently, it discusses the wide-ranging effects of undervalued creativity in these schools and suggests sustainable development on creative thinking in Armenian Schools through teacher training.