The importance of workplace learning to personal creativity has been repeatedly demonstrated, but there has been limited research on the relationship between teachers’ informal workplace learning and their teaching for creativity (TfC) behaviour. Using a sample of 2,880 primary teachers, this study examined the relationship between teachers’ TfC and their informal workplace learning behaviour and how this relationship is influenced by gender and teaching experience. Means comparison, regression analysis and structural equation modelling showed that the five types of informal workplace learning activities, namely learning through media, colleague interactions, stakeholder interactions, student interactions and reflection, were positively related to TfC, but in different ways. Specifically, reflection and learning through student interactions had the strongest associations with process-oriented and product-oriented TfC, respectively. Learning through colleague interactions was related to process-oriented TfC but not product-oriented TfC. Product-oriented TfC was favoured by male teachers. Teaching experience was positively related to both process- and product-oriented TfC. The details of the key findings, as well as the implications for policymakers and researchers seeking to promote student creativity, are discussed.

工作场所学习对个人创造力的重要性已被反复证明，但关于教师非正式工作场所学习与其创造力教学 (TfC) 行为之间关系的研究有限。本研究以 2,880 名小学教师为样本，研究了教师的 TfC 与其非正式工作场所学习行为之间的关系，以及这种关系如何受到性别和教学经验的影响。均值比较、回归分析和结构方程模型表明，通过媒体学习、同事互动、利益相关者互动、学生互动和反思这五种非正式工作场所学习活动与 TfC 呈正相关，但方式不同。具体来说，通过学生互动进行反思和学习分别与面向过程和面向产品的 TfC 有最强的关联。通过同事互动学习与面向流程的 TfC 有关，但与面向产品的 TfC 无关。以产品为导向的TfC受到男教师的青睐。教学经验与面向过程和面向产品的 TfC 呈正相关。讨论了主要发现的细节，以及对寻求促进学生创造力的决策者和研究人员的影响。教学经验与面向过程和面向产品的 TfC 呈正相关。讨论了主要发现的细节，以及对寻求促进学生创造力的决策者和研究人员的影响。教学经验与面向过程和面向产品的 TfC 呈正相关。讨论了主要发现的细节，以及对寻求促进学生创造力的决策者和研究人员的影响。