INVENTORY OF TEACHING PRACTICES THAT FAVOR CREATIVITY: STUDY OF ADAPTATION AND VALIDITY EVIDENCE

ABSTRACT:

The objective of this study was to adapt the Inventory of Teaching Practices that Favor Creativity in Higher Education and to analyze the evidence for its validity for High School. The steps for adapting this Inventory were: a semantic adaptation, an evaluation by judges and a pilot study with 106 students enrolled at the high school level. The adjusted Inventory was applied to 1,118 students, from 30 school units in a private school network, distributed in nine states. A factor analysis resulted in an inventory consisting of 35 items and four confirmed factors: Encouragement of new ideas; Favorable environment for the expression of ideas; Traditional teaching procedures; and Interest in student learning, which explained 44.92% of the variance obtained in this study. The reliability of the data analysis was calibrated by Guttman's Lambda 2 coefficient, which ranged from 0.61 to 0.91. The components of the adjustment coefficients proved to be adequate, presenting the following values: AGFI = 0.980; NNFI = 0.984; RMSEA = 0.034; SRMR = 0.049. It was concluded that the “Inventory of Teaching Practices that favor creativity in High School” is a tool that opens new perspectives for the purpose of future research and helps adequate educational attitudes to stimulate creativity. The end result is compatible to a contemporaneous requirement: that teachers become able to deal creatively with creative students.

Keywords: creativity; teaching practices; High school