Reflection and Creativity of Preservice English Teachers: An Empirical Study
DOI:
https://doi.org/10.71204/w0b60n19Keywords:
Preservice English Teachers, Reflection, Creativity, Empirical StudyAbstract
Reflection and creativity are important quality for preservice English teachers and they are of great significance for the preservice English teachers to both become professional teachers and foster creative intellectuals. They are the focus of educational concerns and have attracted the attention of researchers. However, reflection and creativity of preservice English teachers are underexplored. The present research aimed to investigate preservice English teachers’ status quo of reflection and creativity, detecting the relationship between them. Self-reflection and Insight Scale (SRIS) and Creativity Scale (CS) were employed as the research instruments. 293 preservice English teachers were sampled as the research subjects. The research found that the preservice English teachers enjoyed medium-high level of reflection and creativity, and that reflection positively correlated with creativity at low degree. Measures could be adopted to promote preservice English teachers’ reflection and creativity.
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