The aim of this empirical study was to investigate the relevance of social climate in the classroom for improving creativity in secondary school students. We hypothesized the existence of a relationship between the Professional Identity of the teachers (or Professional Self), their social representations of pupils, their affective investment in the future (in terms of Possible Selves) and the relevance they attribute to Creativity. The results seem to confirm our hypothesis.
|Titolo:||Creativity and School Education: Subjects Vs Professional Identity in a Sample of Teachers in Italy|
|Data di pubblicazione:||2010|
|Appare nelle tipologie:||2.1 Contributo in volume (Capitolo o Saggio)|