The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment

Abstract

The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model with preservice teachers. The study included 74 participants enrolled in an undergraduate educational psychology course in a Mid-western university. In a 2 x 2 full factorial design, participants were randomly assigned to either a treatment group or a control group in both classroom management training and creative problem solving training. Participants received one hour training in either creative problem solving or an alternate creativity treatment and 12 hours of classroom management training either before or after one of the creativity treatments. A significant difference was found between those receiving creative problem solving training and those receiving the control treatment on two factors of the creative problem solving tasks. Future studies may need to include large populations and longitudinal studies to determine retention of knowledge and application of the training as teachers