Teacher attitudes and practices around creativity and critical thinking

By drawing on questionnaire data and qualitative feedback from teams in 11 countries, this chapter explores beliefs and behaviours around creativity and critical thinking among teachers participating in the OECD-CERI project. Do these teachers feel prepared for nurturing creativity and critical thinking in their students? Do they share an understanding of how these skills materialise in school settings, and of how they translate into the language of specific subject areas? Do they have practical ways of assessing student creativity and critical thinking? To what extent do curricula and teaching workloads allow them to innovate towards these goals?