Classroom Creative Climate: From a Static to a Dynamic Perspective
The concept of creative climate has been popular in the organizational literature since the late 1970s. As a result, several different theories and models of “creative climate” or a “climate conducive to creativity” were proposed and empirically tested over the years. Recent syntheses operationalize creative climate as a number (usually about a dozen) of interdependent dimensions, primarily related to interpersonal relationships and task-related activities. In this chapter, I briefly review these models and call for a more dynamic micro-assessment of creative climate in the classroom. Briefly discussing psychometric results and observational findings, I posit that the notion of creative climate as something stable that characterizes a class or a school, may be enriched with a more dynamic, situation-based concept of a creative climate, which argues that creative climate sometimes happens in the here-and-now of the classroom rather than serves as its stable characteristic. Such an emergent perspective of creative climate implies a different approach to measurement but it also presents a more inclusive epistemological perspective to untangle its nuances and complexities fully.
KeywordsCreative climate Context Emergence Classroom Education
Preparation of this chapter was possible thanks to the funding obtained from the National Science Centre, Poland (UMO-2016/22/E/HS6/00118).
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