The purpose of this study was to explore music teachers' perceptions of, and approaches to, creativity in Primary education. Even though teachers' perceptions on creativity have been investigated broadly and extensively, qualitative research on music teachers' beliefs nurturing the students' creativity in Primary education are less common. In the present paper, data were collected through in-depth interviews with 10 individuals in the Greek-Cypriot Primary Education. The results of this exploratory study indicated that activities should include the promotion of the students' self-action and autonomy, and the pedagogical initiatives that enable students to come up with original outputs in order to be creative. This understanding, in turn, provided the researchers with access to the teacher participants' perceptions of creativity: a multifaceted concept related to students' autonomy, initiative, and the application of imagination and unrestrained thinking to any musical activity. These findings offer some initial insights and are discussed with respect to their implications for policy and practice. Suggestions for future research are also made.

中文翻译：

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音乐教师对希族塞小学教育中创造力的看法和方法

本研究的目的是探讨音乐教师对小学教育创造力的看法和方法。尽管已经对教师对创造力的看法进行了广泛而广泛的调查，但关于音乐教师在小学教育中培养学生创造力的信念的定性研究却很少见。在本文中，数据是通过对希腊-塞浦路斯小学教育中的 10 个人进行的深入访谈收集的。这项探索性研究的结果表明，活动应包括促进学生的自我行动和自主性，以及使学生能够提出原创产出以发挥创造力的教学举措。反过来，这种理解为研究人员提供了访问教师参与者的 对创造力的看法：一个多方面的概念，涉及学生的自主性、主动性，以及将想象力和无拘无束的思维应用于任何音乐活动。这些发现提供了一些初步见解，并就其对政策和实践的影响进行了讨论。还提出了对未来研究的建议。