Incorporating creativity into teachers practice and self-concept of professional identity
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TSE is closely related to teachers' innovative classroom practices.
“Prior research shows that TSE is closely related to teachers’ innovative classroom practices (Davies, 2013; Kao et al., 2020).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Davies, 2013
The Conclusions (page unavailable) link teachers’ creative practice in this project with increased confidence to make educational decisions. The paper does not establish a close relationship between teacher self-efficacy (TSE) specifically and innovative classroom practices; it reports changes in confidence and practice among the project participants. (LLM, conf=0.82)
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Cites
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“Prior research shows that TSE is closely related to teachers’ innovative classroom practices (Davies, 2013; Kao et al., 2020).”
- Authors
- Davies, T.
- Affiliations
- University of Reading (GB)
- Corresponding author
- Davies, Trevor
- ORCID
- Davies, Trevor
- Venue
- Journal of Educational Change
- Published
- 2012-06-06
- Volume
- 14
- Issue
- 1
- Pages
- 51-71
- ISSN
- 1389-2843 (ISSN-L)
- 1573-1812
- OpenAlex
- W2041551193
- Cited by
- 40
- References
- 29
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 3 · 2020: 3 · 2019: 1 · 2018: 2 · 2017: 3 · 2016: 6 · 2015: 3 · 2014: 1 · 2013: 1
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Educational Change (publishedVersion)
- CentAUR (University of Reading) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- creative teaching, teacher identity, collaborative action research, university-teacher partnership, teacher self-concept, teacher confidence, learner autonomy, language and communication difficulties, special education, teacher professionalism, theory-practice integration
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