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Creative Thinking in Teacher Education Colleges: an Investigation of the Preparation of Primary Pre- Service Student Teachers in Kuwait

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Creative Thinking in Teacher Education Colleges: an Investigation of the Preparation of Primary Pre- Service Student Teachers in Kuwait CREATIVE THINKING IN TEACHER EDUCATION COLLEGES: AN INVESTIGATION OF THE PREPARATION OF PRIMARY PRE- SERVICE STUDENT TEACHERS IN KUWAIT Fatemah I A AL-Yaseen Thesis Submitted for the Degree of Doctor of Philosophy Integrated PhD in Education and Communication Faculty of Humanities and Social Sciences School of Education, Communication & Language Sciences Newcastle University November 2015 Author’s Declaration I certify that, to best of my knowledge, all the material in this thesis represents my own work and that no material is included which has been submitted for any other award or qualification. Signature: .............................................. Date: ..................................................... ii Abstract This research focuses on investigating the role of creative thinking in student teacher education colleges in Kuwait. The research is based on a (two) single-case study design, with data being collected via multiple methods from five primary departments of Kuwait’s main colleges of education. The study used four instruments to collect the data; semi- structured interviews, focus groups, document analysis, and observation. Inductive and creative synthesis was used as a data analysis approach. An analysis of the study data showed that creative thinking in the preparation and training programmes of pre-service teachers was considered to be a secondary concern in both colleges. The research findings indicate that several factors do not support the development of creative thinking in primary teacher education colleges; including teaching strategies used, classroom environment, social and cultural attitudes of the community (especially towards women’s motivation in choosing the speciality), admission policies, use of technological materials, and the type of communication and cooperation between all educational institutions. This study makes specific recommendations, primarily focused on directing the development of creative thinking to include collaborative efforts by all those involved in every element of teaching and training programmes, and the education system in general. The researcher proposes a theoretical framework designed to serve as a guideline for the development of creative thinking at primary teacher education colleges in Kuwait. iii Dedication This modest effort is dedicated to all those who believe that they have creative parts to play in our personality, and we just need to be given the chance to use them. To my husband, Sulaiman Alobaidly, who encouraged me to remove all obstructions, use my skills and get my chance to success. It is also dedicated to my lovely and creative children, Eiman, Ali, Sara, and Afnan. iv Acknowledgement I would like to express my sincere gratitude to all individuals who encouraged me to conduct this research and support me to complete this thesis. I owe a special appreciation and thanks to my mother, my husband, and my children for their support and patience. I wish also to express my sincere gratitude to my supervisor Dr. Susan Pattison, for her academic encouragement, valuable guidance, which improved this study, and for her moral support during the health problems that I faced. A special thanks to the Dean of the Faculty of Education in Kuwait University, Professor Abdul Rahman Ahmad al-Ahmad. This gratitude is also extended to Dr. Ahmad Al-Hillal, the Dean of Students' Affairs at Kuwait University, Professor Abdullah Muhanna Al- Muhanna, the Dean of the Basic Education College, Dr. Hamad Al-Merhan, the head of the Special-Education Department, Dr. Hassan Al-Fajjam from the Primary Science Department, for all their help and facilitating my access to the colleges’ departments, and supporting me in the completion of all my requirements for the field work. I am also grateful to all professors and student teachers in both colleges for their assistance and participation in this research. Finally, I would like to express my special thanks to my friends, my colleagues and all those who assisted me, supported my ideas and believed in my abilities - here in UK or in my country Kuwait. v Table of Contents Author’s Declaration .............................................................................................................. ii Abstract……. ........................................................................................................................ iii Dedication…. ........................................................................................................................ iv Acknowledgement ................................................................................................................. v Table of Contents .................................................................................................................. vi List of Tables. ..................................................................................................................... xiii List of Figures ..................................................................................................................... xiv CHAPTER ONE: INTRODUCTION AND RESEARCH CONTEXT……………………..1 1.1 Introduction ...................................................................................................................... 1 1.2 Personal motivation of this research ................................................................................ 1 1.3 Rationale of the study ...................................................................................................... 3 1.4 Research aims .................................................................................................................. 8 1.5 Context of the study ......................................................................................................... 8 1.5.1 Education College of Kuwait University (KUEC) (Annual report – Faculty of Education, 2011-2012) .......................................................................................................... 9 1.5.2 BEC- PAAET in Kuwait (Al-Refaei & Al-Sharhan, 2009) .......................................... 10 1.5.3 Kuwaiti efforts in considering gifted and creative students ........................................ 11 1.5.4 Kuwait on the economic level ..................................................................................... 14 1.6 Research question and sub-questions ............................................................................. 16 1.7 The research limitations ................................................................................................. 16 1.8 Thesis Structure and Summary ...................................................................................... 17 CHAPTER TWO: LITERATURE REVIEW ...................................................................... 19 2.1 Introduction .................................................................................................................... 19 vi 2.2 Creative Thinking .......................................................................................................... 20 2.2.1 Is there a specific concept for creative thinking? ....................................................... 20 2.2.2 What can be understood from the diversity of concepts and definitions? .................. 28 2.2.3 Why creative thinking in education? ........................................................................... 31 2.2.4 Creativity and individual satisfaction and success ..................................................... 33 2.3.5 Creative thinking in economic and organisational development ............................... 34 2.2.6 The importance of creative thinking in promoting the brain based learning and educational reform ............................................................................................................... 35 2.2.7 Barriers to Creative Thinking ..................................................................................... 37 2.3 A Systematic Review of the Literature on Creative Thinking ....................................... 43 2.2.1 Systematic review strategy .......................................................................................... 44 2.2.2 The inclusion principles to identify studies for in-depth review ................................. 46 2.2.3 Results of the systematic review .................................................................................. 51 2.2.4 Discussion - What elements do the reviews draw attention to? .................................. 62 2.4 Theories and models that explain creative thinking....................................................... 68 2.4.1 Theory of psychoanalysis ............................................................................................ 69 2.4.2 Behavioural theory of creative thinking...................................................................... 71 2.4.3 Humanist theory .......................................................................................................... 72 2.4.4 Psychometric theory .................................................................................................... 74 2.4.5 Problem solving theories ............................................................................................ 75 2.4.6 Guilford’s theory and model ....................................................................................... 76 2.4.7 Sternberg’s theories and models ................................................................................. 78 2.4.8 Amabile’s theories and
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