Teaching practices for creativity in university: A study in Portugal and Brazil

Detalhes bibliográficos
Autor(a) principal: Morais, Maria de Fátima
Data de Publicação: 2017
Outros Autores: Azevedo, Ivete, Fleith, Denise de Souza, Alencar, Eunice Maria Lima Soriano de, Almeida, L. Silva, Araújo, Alexandra M.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11328/2556
Resumo: Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc&T; Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
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spelling Teaching practices for creativity in university: A study in Portugal and BrazilHigher educationCreativityTeaching workStudentsCultureEnsino superiorCriatividadeTrabalho docenteEstudantesCulturaCreativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc&T; Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc&T; Ciências Sociais, Artes e Humanidades – SscA& H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA&H; os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc&T; Ciencias Sociales, Artes y Humanidades– SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: fomento de nuevas ideas, entorno para la expresión de ideas e interés en el aprendizaje del estudiante. Los estudiantes brasileños de Sc&T mostraron percepciones más negativas de la clase en comparación con los de SSCA&H; los estudiantes portugueses obtuvieron patrones opuestos en los resultados. Algunas hipótesis explicativas se discuten y se presentan directrices para investigación futura.2019-01-22T17:41:19Z2017-01-01T00:00:00Z2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/2556eng1982-432710.1590/1982-43272767201707Morais, Maria de FátimaAzevedo, IveteFleith, Denise de SouzaAlencar, Eunice Maria Lima Soriano deAlmeida, L. SilvaAraújo, Alexandra M.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T02:10:55ZPortal AgregadorONG
dc.title.none.fl_str_mv Teaching practices for creativity in university: A study in Portugal and Brazil
title Teaching practices for creativity in university: A study in Portugal and Brazil
spellingShingle Teaching practices for creativity in university: A study in Portugal and Brazil
Morais, Maria de Fátima
Higher education
Creativity
Teaching work
Students
Culture
Ensino superior
Criatividade
Trabalho docente
Estudantes
Cultura
title_short Teaching practices for creativity in university: A study in Portugal and Brazil
title_full Teaching practices for creativity in university: A study in Portugal and Brazil
title_fullStr Teaching practices for creativity in university: A study in Portugal and Brazil
title_full_unstemmed Teaching practices for creativity in university: A study in Portugal and Brazil
title_sort Teaching practices for creativity in university: A study in Portugal and Brazil
author Morais, Maria de Fátima
author_facet Morais, Maria de Fátima
Azevedo, Ivete
Fleith, Denise de Souza
Alencar, Eunice Maria Lima Soriano de
Almeida, L. Silva
Araújo, Alexandra M.
author_role author
author2 Azevedo, Ivete
Fleith, Denise de Souza
Alencar, Eunice Maria Lima Soriano de
Almeida, L. Silva
Araújo, Alexandra M.
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Morais, Maria de Fátima
Azevedo, Ivete
Fleith, Denise de Souza
Alencar, Eunice Maria Lima Soriano de
Almeida, L. Silva
Araújo, Alexandra M.
dc.subject.por.fl_str_mv Higher education
Creativity
Teaching work
Students
Culture
Ensino superior
Criatividade
Trabalho docente
Estudantes
Cultura
topic Higher education
Creativity
Teaching work
Students
Culture
Ensino superior
Criatividade
Trabalho docente
Estudantes
Cultura
description Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc&T; Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-01T00:00:00Z
2017
2019-01-22T17:41:19Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/11328/2556
url http://hdl.handle.net/11328/2556
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1982-4327
10.1590/1982-43272767201707
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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