literacy teacher|TEACHER CREATIVITY AND TEACHER PROFESSIONAL COMPETENCY
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literacy teacher|TEACHER CREATIVITY AND TEACHER PROFESSIONAL COMPETENCY
SIGNIFICANCE OF THE STUDY
The unending effort to make their lives comfortable and their unquenchable thirst to probe into truth made the people to put forth strenuous trials to bring such an explosion in knowledge in various aspects. As a result, today man has secured power to create energy, to cultivate land, to conserve water, to control diseases and to tap every source and make its effective use. This is possible because of requisite interest on knowledge, which can be imparted though education.
Though education was considered as paediocentric, it is a bigger process in which the personality of one person influences on others with a view to modify his behavior in order to bring about his all-round development in thought, feeling and action. A continuous inter-play or exchange of ideas between the Teacher and the taught, central this, interaction process is the teacher. While education is essence, the teacher still occupies a prior in essence, the teacher still occupies a priori central role in the learning of a child.
It is evident that the effective and efficient functioning of any institute primarily depends on the quality and commitment of its human resources. The right attitude towards the profession, involvement in teaching, concern over the profession, aptitude towards teaching zeal and enthusiasm in his profession, mental health of the teacher are essential requisite conditions to prevail in a teacher who could definitely bring success in his school programme.
Many schemes were launched to attain total literacy before the dawn of the millennium. Vast gulf prevails between the existing rate of literacy of our country and the rate of total literacy. It will be a mirage even after a period of ten years to attain this wish and it may not be cherished. Education is an apprenticeship of human life and a vital need to result at natural, harmonious and progressive development of child’s latent powers and innate talents. Thus the basic aim of education is the overall growth of an individual which in its turn enhances the growth of the society. Hence, the classrooms have assumed a predominant position in achieving the aims and objectives of education. In this connection this is right time to explore the need to consider the relationship between Creativity and Behaviour Problems among the Teacher community.
Teaching is research out the pupils to make them enrich. But do the existing teachers is competent teach all the category pupils in the class i.e., dullards, average and gifted individuals. Teachers’ responsibility does not seize when he has satisfied the average individual in the class, though they are more in numbers. To quench the thirst of the gifted individual the teacher should keep himself abreast with new techniques and novel strategy which is not an easy job and it is a hard task to successfully achieve. Still baffling problem for every ideal teacher is to go down to the level of the dullard and the cater the needs of hard-to-reach individual in the class without neglecting them and enabling them to be a drop out from the class and deviant from school, which thrusters the ulterior motive of ‘national literacy mission’. To successfully shoulder all these responsibilities the Teacher should be creative and competent. Modern teacher is expected to shoulder the multi-dimensions responsibility to initiate desired learning and outcomes. To suit the needs of people in this rapid scientific and technological era, the teaching learning transaction should be sensitive and sophisticated. Keeping all these trivial issues in mind the investigator decided to make a probe into the relationship between Creativity and Professional Competency. The conceptual foundations are presented in the following pages.
CONCEPTUAL FOUNDATIONS
Educational is a natural harmonious development of child’s talent powers and innate talents. Teacher’s role is pivotal in providing education and making the nation literature. To make the nation totally literate and to attain ‘educational for all’, to improve educational standards and to increase the level of achievement teacher should not be not only a committed and devoted but also competent and creative.
Creativity:
Creativity is defined as the ability to bring something new into existence, creativity is distinguished by novelty, originality and is unusually inventive. Creativity was believed to be a heaven’s gift, a rare quality of distinguished individuals with inborn talent. In the present study an individual who is flexible in thought and action, which can produce novel ideas, express his ideas fluently and long with certain personality traits is said to be creative.
The need for more and better creative thinking and production were felt before mid century, but it was not until after that point in time that scientific research and technological development really got off grant. Education is not at all an exception to the above fact. It comprises of a positive science of learning and creative art of teaching. But in most of the formal teaching is neglected. As pointed out by Guilford (1985) ‘Teachers always want a correct answer but not clever answer’.
In the past three decades there has been an enormous amount of research which could answer the queries – what is creativity? What are its dimensions? How to measure and predict them? What are the ways to foster creativity and what are the characteristics of creative persons? What are the various creative dimensions find in various professional like poets, artists, musicians, architects etc. Many efforts are being made by number of researches to identify and to classify the various dimensions of creativity.
Creativity Definitions:
Generally psychologists have tried to define creativity in terms of (a) Mental ability consisting of many component abilities; (b) A capacity to do a thing or produce something of a particular nature and (c) A subjective experience or process having special characteristics.
According to Torrence (1962) ‘Creativity thinking’ is the process of sensing gaps distributing, missing elements, forming ideas or hypotheses concerning them and testing. These hypotheses subsequently redefined by Torrence (1966) that Creativity as….’ A process of becoming sensitive to problem, deficiencies, gaps in knowledge, missing elements, disharmonious and so on; identifying the difficulty, searching for solutions, making guesses or formulating hypotheses and possibly modifying and retesting them and finally communicating the results.
Wallach and Kogan (1965) viewed creativity as individual’s capacity or ability to generate cognitive associates in quality and with uniquiness.
Whereas Peli (1988) defined ‘Creativity is a process of interacting with the organism to bring out desired learning outcome, ability to generate novel ideas spontaneously, adapting to situations, using the immediate environment for effective communication. Provoking thought in interacting agency.
From the above definitions creativity can be understood as art of Teaching and act of research. The definitions of creativity given byTorrence is nothing but an act of research and the definition of Peli implies teaching.
What is Creativity?
Creativity is a complex term and embraces many aspects. No single definition would be able to cover all the aspects. Following are some of the views and definitions given by pioneers in the field.
(a) Creativity is a mental process whereby an individual produces something uniquely new to himself.
(b) It is a capacity, which leads to innovations in various fields of knowledge. It is an aptitude tract and a way of life.
(c) According to Dr.E.P.Torrence (1960) defined creativity is the process of sensing gaps and discovering missing elements, forming hypotheses or ideas concerning them, testing these hypotheses and communicating their results, probably modifying and resting these hypotheses.
(d) According to Gagne viewed it as problem-solving.
(e) Drevdhal (1956) defined creativity is a capacity of persons to produce composition.
(f) Whereas Peers, Damular and Quackirbush (1960) stated that Creativity is the capacity of the individual to avoid the usual routine conventional way of thinking and doing things and producing a quantity of ideas, which are original, novel and which are workable.
Creativity its Dimensions:
To measure the Creativity three dimensions like Fluency, Originality, Flexibility are taken into account as shown in the following diagram.
CREATIVITY
Flexibility Originality
Fluency
Every psychological concept can be analyzed or understood basing on its dimensions. The concept of creativity can best be explained clearly with the help of its
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