Investigating teachers' practices of creative thinking skills in Qatari preschools

Abstract

The purpose of this study was to investigate pre-school teachers' pedagogical practices in the context of promoting students' creative thinking skills in the classroom. A total of 80 female preschool teachers completed a 30-item, creative thinking skills questionnaire. Results showed that teachers differed significantly in using creative thinking skills according to their qualifications and in service training. Findings also indicated a significant interaction between the variables of qualification and in-service training. Implications for fostering creative thinking skills in Qatari preschools are discussed.