Browsing by Subject "ideointi"

Creativity is found in everyday solutions, but when moving from spontaneous situations to creativity, creative thinking becomes challenging. It is possible to support creative processes and as if to learn to be creative. The observations I have made and discussions about the emergence of creativity and the actions that support it are the starting points of the thesis. The Bachelor's Thesis examines how creativity can be expressed in creative processes and what factors promote creativity. The research was conducted on the perceptions of teachers of creative processes. The theoretical framework of the study is creativity, ideation and design, instruction of creative process, and Teresa Amabile's Component Model of Creativity. The work followed the methods of qualitative research. The most important information sources were theme interviews. Through thematic interviews, it was possible to gain versatile and deep knowledge from well-informed interviewees. There were four participants in the interviews, all of whom were in charge of creative processes at different educational levels and age groups. Littered material was examined using theoretical content analysis. When reviewing the material, the theory was supplemented with the theme of self-esteem. The thesis showed that creativity is reflected in ideation and designing processes as a rich mindset and as a hard work. Creativity is insightful learning and individuals cheerful thinking. According to the research material, everyone has the skill of creativity that can be practiced. Teachers can best promote creative skills by identifying creativity components in individuals and support individuals in their skills. In order to enhance creativity, individual should identify the areas of creativity in itself, and here teachers counsel and support are important. Particularly valuable and interesting factors in promoting creativity were the good self-esteem and well-being of the individual. Teachers can give self-esteem-reinforcing assignments to reinforce the learner's self-esteem as well as guide teams groupings in the direction, which would support all learners.