Preservice Teachers' Conceptions of Creative Teaching through Knowledge Building Practices

Abstract

This study examined preservice teachers' conceptions about creative teaching via knowledge-building activities. It also identifies the underlying challenges/barriers faced by preservice teachers for engaging in creative teaching. The data collected were from two surveys and a follow-up in-depth interview. Findings indicate that while the participants' teaching conceptions were highly constructivist-oriented, they did not readily perceive knowledge-building activities as feasible.