Creative Thinking and Teacher Training: Systematic Review of the International Literature
Parole chiave:
Creative Thinking 1; Teacher Training 2; creative teaching 3Abstract
In recent years, creative thinking has been recognized as a key competence for 21st-century education and for the development of knowledge societies (Robinson, 2001; PISA, 2022). Creativity is now understood as a widespread and developable capacity, supported by inclusive educational contexts characterized by positive relationships between teachers and students, which favor autonomy, exploration and active participation (Craft, 2005; Kaufman & Sternberg, 2010; Starko, 2021). Despite such increasing attention, research has focused primarily on students' creativity, neglecting the role of teachers' creative thinking and its connection to teaching practices. Promoting creativity in students requires teachers capable of adopting flexible, innovative approaches open to the unpredictability of educational processes (Craft, 2001; Starko, 2021). In this perspective, simple teaching (Sibilio, 2014, 2023) interprets teaching as a dynamic and adaptive system, oriented towards the management of complexity and the enhancement of plural paths. Starting from these premises, a systematic review of the international literature (2020–2026) was conducted according to the PRISMA protocol, analyzing 20 studies. The results highlight that creative thinking training cannot be limited to the development of technical skills, but requires an integrated approach that includes reflective, socio-emotional and psychological dimensions, underlining the need to rethink teacher training in a systemic way.
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