The experimental design was ‘pretest -post-test control group design’. From 80 student teachers of G.E.S. College of Education, Sangamner of the academic year 2004-2005; two groups having 40 student teachers in each were made. From them, experimental and control groups were randomly formed. In addition to this, one more control group of 80 student teachers from SSB College of Education, Shrirampur was formed. If you want to learn how to think creatively, read articles on this site https://edubirdie.com, maybe you can learn something new for yourself. In order to find out the effect of contamination, this provision of the additional group was made. All the three groups were pre-tested for their Creativity in Teaching.
The program of enhancement of Creativity in Teaching was an independent variable whereas the score on the test of Creativity in Teaching was the dependent variable. The researcher was also interested in finding out the effect of the interaction of some independent variables on the dependent variable. The variables were exposure, emotional intelligence, scores on Torrance test of creative thinking (verbal form). Hence initially all these groups were tested for above-mentioned variables.
A program of enhancement of Creativity in Teaching (i.e. treatment) was conducted on the experimental group for 22 days and in all for 35 clock hours, in January 2005. No treatment other than regular B. Ed. course was given to both the control groups. After the experiment, all the groups were post-tested.
Initially, the program was implemented on 43 D. Ed. student teachers as a pilot study, in December 2004. After the experiment, the same program was executed on some secondary school teachers as a replicability study in June 2005.
The eight factors of Creativity in Teaching were dealt with in this program. The principles of andragogy and constructivism were followed during the program. Some inbuilt factors for creative thinking were group work, democratic classroom atmosphere, adequate scope to discussion and analysis, effective use of audio-visual aids, the relevance of learning material.
Besides the post-test, the day to day learning of the experimental group was evaluated by a portfolio method and through the day to day assignments and some self-analysing exercises. A feedback about the program was also collected and analyzed. A follow-up was also tried. It was found that the student teachers had applied the program contents in their classes during the internship program which was immediately after the experiment.