Teachers’ beliefs about creativity and its nurture at school

The article presents the concept of teachers’ beliefs, and particularly their issue of implicit theories, about creativity and its nurture. It aims to identify whether teachers’ beliefs are consistent with modern theories of creativity and research on creativity-fostering practices. A second aim is the evaluation of potential barriers for implementation of creativity-fostering practices in Russian schools. A survey of 115 teachers from Kaluga region and Yaroslavl region was undertaken after 2 days of specific training. The analysis of their answers shows that their beliefs are only consistent with modern theories of creativity at a basic level. However, teachers still experience a high amount of uncertainty in how to implement nurture of creativity into everyday teaching practice and the ways to combine it with delivery of disciplinary knowledge. The results of this study may inform educational policy.