The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity to systematically and purposefully supporting its promotion in the classroom is a long one. The research reported in this article focuses on what might be regarded as the first step in this journey: school curriculum. This article analyzes curricula in 12 countries and asks three key questions: if and how creativity is defined, where is it placed in the curriculum, and what concrete advice is provided for teachers? Despite widespread interest and a productive field of research in creativity, our examination reveals little support for teachers to turn policy into practice.

作为教育中理想属性的“创造力”这一概念由来已久。教育和创造力领域已经发展并定期与政府报告，政策，评论和建议相交。最近，越来越多的国家在其官方课程中强调创造力。但是，从公开承认创造力的重要性到系统地，有目的地支持其在课堂上的推广的旅程是漫长的。本文报道的研究重点在于此课程的第一步：学校课程。本文分析了12个国家/地区的课程，并提出了三个关键问题：是否以及如何定义创造力，其在课程中的位置，并为老师提供了哪些具体建议？尽管人们对创造力有广泛兴趣并进行了富有成效的研究，但我们的考试显示，教师对将政策付诸实践的支持很少。