Abstract

“Making” has its origin in the maker movement, emphasizes novel, innovative creations by adopting applicable technologies, and fosters students’ creativity or encourages them to engage in creative thinking in school-based making activities, in which teachers act as a facilitator for the implementation of creative pedagogy. This study constructed a hypothesized model based on the theory of planned behavior and incorporated pedagogical beliefs, personal innovativeness, peer influence, and facilitating conditions to predict teachers’ perceptions regarding the perceived implementation of creative pedagogy in making activities. Questionnaires were obtained from 68 Chinese teachers with maker instruction experience and were tested against the proposed model by partial least squares structural equation modeling. The findings reveal that teachers’ attitudes and subjective norms had positive impacts on their intentions to implement creative pedagogy. Pedagogical beliefs and personal innovativeness showed a significant impact on their attitudes, while peer influence exerted a significant influence on subjective norms.

摘要

“做作”起源于创举运动，通过采用适用的技术来强调新颖，创新的作品，并培养学生的创造力或鼓励他们在校本制作活动中从事创造性思维，在这种活动中，教师充当了教师的促进者。实施创造性教学法。这项研究基于计划的行为理论构建了一个假设模型，并结合了教学信念，个人创新能力，同伴影响力和促进条件，以预测教师对开展活动中创造性教学法的认知。问卷是从68位具有制作指导经验的汉语教师中获得的，并通过偏最小二乘结构方程模型对建议的模型进行了测试。调查结果表明，教师的态度和主观规范对他们实施创造性教学法的意图产生了积极影响。教育信仰和个人创新对他们的态度产生重大影响，而同伴的影响则对主观规范产生重大影响。