Generación de metáforas creativas y percepción de la creatividad de los futuros docentes

  1. Antonio Martín Ezpeleta
  2. Elia Saneleuterio
  3. Xavier Mínguez López
  4. Yolanda Echegoyen Sanz
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2024

Volumen: 35

Número: 3

Páginas: 659-669

Tipo: Artículo

DOI: 10.5209/RCED.86027 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

La relevancia que otorga la OCDE a la creatividad ha tenido su correlato en la incorporación de su evaluación en la edición de las Pruebas PISA de 2022, pero también en la importancia que una ley como la LOMLOE (2020) le concede. En el contexto de evaluar la creatividad de los diferentes agentes del sistema educativo como factor determinante en la estimulación de la creatividad en las aulas, el presente estudio analiza la capacidad de los futuros docentes de producir metáforas creativas y su relación con la autopercepción creativa. Se trata de un estudio empírico ex post facto con 438 docentes en formación (del grado de Maestro/a en Educación Primaria y tres especialidades lingüísticas del Máster Universitario en Formación de Profesorado de Educación Secundaria). El estudio de carácter correlacional se fundamenta en los datos recabados a partir del instrumento de Kasirer and Mashal (2018) y el test K-DOCS (Kaufman, 2012). Los resultados muestran un nivel de creatividad medio. Se han encontrado diferencias estadísticamente significativas para las variables de género (los hombres tienen una mayor percepción de la creatividad) y titulación (los filólogos presentan una mayor capacidad de generar metáforas creativas; la edad de estos también es una variable estadísticamente significativa que indica que los mayores son más capaces). Se demuestra, además, la correlación entre capacidad metafórica y percepción de la creatividad. Los resultados evidencian que la formación de estos futuros docentes no ha conseguido estimular su creatividad de manera notable. Esto condicionará su capacidad de canalizar la creatividad de sus estudiantes, que es algo que exige el currículo español para todos los niveles educativos y materias. A manera de posible solución, se proponen cambios instruccionales en la formación docente como primer paso para mejorar la atención que la creatividad ha de tener en el sistema educativo.

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Fuente de los datos: Dialnet