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Investigating the Viewpoint of Students of Shahed University About the Academic Members’ Attention to Creativity in Teaching

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Investigating the Viewpoint of Students of Shahed University About the Academic Members’ Attention to Creativity in Teaching Special Issue INTERNATIONAL JOURNAL OF HUMANITIES AND January 2016 CULTURAL STUDIES ISSN 2356-5926 Investigating the Viewpoint of Students of Shahed University about the Academic Members’ Attention to Creativity in Teaching Majid Abbasian Mirza Master of Educational Planning Hamed Bakhshi Master of Educational Planning Reza Hosseinpour Assistant Professor at University of Imam Hossein, Tehran, Iran ([email protected]) Abstract The purpose of this research, is to investigate the viewpoint of students of Shahed University about the academic members’ attention to creativity in teaching in academic year 2014-2015. Research method is descriptive and survey. In this research six components have been considered as creativity components in teaching method such as: mental flexibility, curiosity, growth and emergence of skills, self-actualization, success and using modern teaching methods. Statistical population of all bachelor students at the faculty of humanities, basic sciences and faculty of technical and engineering of Shahed University was 2026. The research sample was determined 322 by using Morgan table. Research tool was a research-made questionnaire being a combination of Randsepp questionnaire and another research-made questionnaire. For data analysis, descriptive statistical methods (mean and standard deviation), inferential (One-sample T test, analysis of variance and Scheffe) were used. Among the respondents’ statements about applying creativity in teaching method that are based on components of (mental flexibility, curiosity, growth and emergence of skills, self-actualization, success and using modern teaching methods), there is a significant difference according to faculties of Shahed University. This research showed that from the viewpoint of students at the faculties of humanities, basic sciences, technical and engineering, university professors’ creativity in teaching is more than average. Also among faculties, professors at faculty of humanities act more creatively than other faculties in teaching. Keywords: creativity in teaching, academic members, Shahed University. http://www.ijhcs.com/index.php/ijhcs/index Page 1783 Special Issue INTERNATIONAL JOURNAL OF HUMANITIES AND January 2016 CULTURAL STUDIES ISSN 2356-5926 Nowadays universities have many usage for comprehensive development particularly for the development of dominant culture in society. Universities- that the destinies of countries is in the hands of their products- have basic usage in different fields of production, dissemination and training of efficient forces and also development of culture in society. Nowadays creativity is considered as one of the most popular issues among common people and educated people. Most academic officials worldwide, are experiencing extreme thirst to provide creativity-centered methods and contents. We should not provide creativity as an unattainable, expensive and far- fetched imaginations. This imagination is supposed to destroy the root of creativity forever. In real world the role of factors helping the delay or damage of creativity are a lot. This is despite the fact that, naturally creativity seeks an appropriate context for its growth and development. Confronting with inhibiting factors, creativity may stand motionless and perhaps it may reach a point that will be turned off forever (Mahboubi et al, 2009). One of the main problems in educational system especially the educational system of Iran, is failure to achieve educational objectives. Education in the epigraph of its task, often has basic and useful objectives. For example it intends to train creative, innovative and virtuous people, who have social and political growth. But realistically looking at the result, we see that they are weak in all dimensions or the maximum they have grown up in one or two dimensions and rarely can we find people growing up in all dimensions (Kazemi, 1995). The purpose of teaching is to increase learning capacity and good teaching leads to a good learning. Those learners will learn well, who develop the strategies of good learning and acquiring education in themselves. Our current methods are mostly for blocking the students’ minds with duplicate contents and is also for memory improvement and it has been far from its purpose, which is the purpose of thinking (Badri Grgari, 2011). In the beginning of new century along with the changing and dynamic world, dynamism, mobility and flexibility of universities based on humanitarian and logical principles arising from major social policies, has become more important than ever in order to meet the multiple needs of nation. Undoubtedly, universities in terms of their responsibilities need planning, prospective and continuous quality control and improvement of methods, to maintain their endogenous dynamism, (International Institute of Educational Planning IIEP, 2003-2004). Since the awareness of educational process, interaction between teacher and student and teaching subject, literally calling as teaching method, is so important that curriculum experts, have known its teaching and educational methods as the first important factor in achieving their objectives. Hence, it is necessary that every university should update its curriculum, educational content, and teaching method, research quality, and service providing and also managing the campus and always should expose itself to new experiences (Lanksher et al, 2000). Teaching method is one of the main elements that plays an effective role in achieving educational objectives (Adibnia, 2013). One of the creative teaching methods, is the innovative teaching method. Innovation is the third family representative of information processing model. And has initiated the teaching of metaphorical thinking as a learning model, and encourages students to invent new and creative issues (Joyce, 2009). Teaching style has major effects on learning ability of learners. The main role of teaching is to train good learners (Behrangi, 1998). In the past few decades, features of university lecturers and its relation to their function of teaching-learning process, has attracted http://www.ijhcs.com/index.php/ijhcs/index Page 1784 Special Issue INTERNATIONAL JOURNAL OF HUMANITIES AND January 2016 CULTURAL STUDIES ISSN 2356-5926 the attention of many scientists and researchers in the field of education; because much of the learning of students or effectiveness of education should be searched in teaching-learning circumstances, mainly in the classroom. In this case university professors should be regarded as the most effective and efficient components in the academic education. And their professional behavior and performance would be embodied in their teaching method (Mehrmohammadi et al, 2005: 18). Therefore, if the use of teaching method by professors of higher education, carries out with a specific planning and is based on scientific findings, it could be a major step toward their professional act and will lead to the modification and improvement of educational environment. Achieving this, requires applying a modern teaching model (Ahmadi et al, 2011: 50). In proper using of teaching methods, those teachers who benefit creativity in this field would be successful. In addition they must have the necessary knowledge and believe in the necessity of correct performance of duties and commitment to them (Mehrmohammadi, 2000). Ghaedi (1994) by investigating and comparing the teaching methods quality of academic members at faculties of educational sciences in Tehran has achieved these findings: Academic members by using various educational methods, provide suitable examples and force students to get engaged in class activities; in contrast the use of teaching design and continuous evaluation of students are in a low level. Farmihani Farahani (1993) in his research showed that there is a relation between the professors’ expertise in teaching of some courses and the quality of educational performance and lack of expertise, has the most effect in reducing the quality of their performance. Asgarian (1991) in his research found that the use of non-specialist professors, is one of the factors causing problems for students in the field of specialized training. Tang (1997) in investigating the factors associated with effective teaching in a university in the northeast of America, selected 35000 university students as sample and evaluated 126 academic members from their viewpoint. The results indicated that 12 estimated factors including: clear educational materials, professor’s quality of response to students’ questions, professor’s polite interaction with students, professional behavior, having mastery on teaching subject, having high expectation and other cases are observed well in every classroom. And in general all professors’ teaching at this university was effective. Kulik and Mckeachie (2004) have expressed that in a high quality teaching if professors as well as the students discuss about issues, students will evaluate the discussions and will learn the process of thinking about ideas and contents. This provides a context to train the students’ intellectual skills. Therefore, due to specific cultural conditions and the country’s current educational system- which poorly is in line with creative training- this research in Iran is essential. Other reasons to choose the present topic are: Implementation of innovation and creativity in educational teaching methods, especially at universities and investigating the effect of creativity and innovation in teaching on
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