Jul 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3313· 0 citations
Abstract
This article presents the results of a Systematic Literature Review (SLR) on the development of creativity in mathematics teacher education between 2013 and 2023. The objective is to map and analyze the state of knowledge regarding how creativity is integrated and developed within initial and continuing teacher education contexts. The PRISMA protocol was used to compile the document corpus, resulting in 20 studies (seven doctoral theses, eight master's dissertations, and five articles). Analyses focused on conceptions of creativity and the theoretical frameworks regarding its development in teacher education found in the research, in alignment with the CCDM (Conceptual Frameworks for Creativity in Mathematics Education). The results indicate that creativity is conceived as a developable professional competence centered on problem posing and solving, the (re)design of open-ended tasks, and the integration of mathematics, art, and playfulness. Although there have been advances in promoting procedural flexibility, gaps remain regarding genuine teacher authorship and the sustainability of these practices in the face of institutional and curricular barriers. Creativity acts as a catalyst for breaking away from traditional, reproductive teaching models, calling for educational processes that value creative insubordination, autonomy, and teacher authorship as fundamental pathways toward a more critical, inclusive, and humanized mathematics education.
The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.
Adi Janes Ngingi, Ariyadi Wijaya, Fitriana Yuli Saptaningtyas· MATHEMA: JURNAL PENDIDIKAN M...· 0 citations
Internationally, many education systems have attempted to embed creativity into schools, often with limited impact. Changes to lower second level schooling in Ireland, The Framework for Junior Cycle, aimed to integrate creativity as a core principle underpinning the Framework, and as a Key Skill. Drawing on data from student surveys (
n
= 3612), student focus groups (
n
= 219), interviews with teachers (
n
= 136), principals (
n
= 24) and parents (
n
= 60) from two visits to 12 case study schools, this paper explores participants experiences of creativity within the revised Junior Cycle and considers what supported and hindered the enactment of creativity at this stage of schooling. Following thematic analysis of qualitative data, and statistical analysis of quantitative data, the findings indicate that teachers and principals indicate a focus on creativity increased since the introduction of the Framework. Teachers stated they were engaging in more creative approaches to teaching and learning, which was supported by parents' views. However, students were less positive regarding their experiences of creativity. Students communicated that they experienced creativity when they had opportunities to make choices on their learning, were exposed to different resources and could present their work in a variety of ways. Overall, the student data paints a picture of limited creativity within Junior Cycle. Assessment acted as both a support and a hindrance to creativity. All participants indicated that project-based learning, in the form of Classroom Based Assessments, provided opportunities for creativity. Summative assessment was a significant hindrance to enacting creativity. The paper concludes by considering how creativity can be more effectively enacted within Junior Cycle.
K. Leahy, O. Mccormack· International Journal of Tec...· 0 citations
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
The objective of this research is to analyze the relationship between the most outstanding aspects of creativity considered by future mathematics teachers in Ecuador and the characteristics of the assessment of the final reports of the pre-professional practice, referring to creativity in their professional training process, in order to establish a tool that promotes and values mathematical creativity. A qualitatively driven mixed-methods approach was adopted. First, a content analysis of institutional assessment instruments and practice reports was conducted using the didactic suitability criteria of the Onto-Semiotic Approach as analytical categories. These included Forms 3, 4, and 8, completed during the March–August 2024 academic period by 30 pre-service teachers in advanced stages of training. Second, a validated questionnaire combining Likert-type and open-ended questions was administered to 27 participants to explore their conceptions of creativity. Descriptive statistics (percentages) were used as a complementary resource, while open responses were analyzed through content analysis based on the same theoretical framework. Finally, we work on the relationship between the results of the two types of questions. It is evident that most future teachers are not fully aware of the importance and need to incorporate creativity into their training process, addressing it in a very superficial way. In conclusion, it is essential to use the didactic suitability criteria tool that contributes to the reflection of teaching practice, taking into account the incorporation of creative activities proposed by teachers.
