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Echegoyen-Sanz2 , Patricia Orozco-Gómez3, Antonio Martín-Expeleta4 1 Universitat de València, Spain, [isabel.pont@uv.es](isabel.pont@uv.es) , [https://orcid.org/0000-0001-5573-4990](https://orcid.org/0000-0001-5573-4990)  \n2 Universitat de València, Spain, [yolanda.echegoyen@uv.es](yolanda.echegoyen@uv.es) , [https://orcid.org/0000-0002-3729-460X](https://orcid.org/0000-0002-3729-460X)[ ](https://orcid.org/0000-0002-3729-460X)3 Universitat de València, Spain, [patricia.orozco@uv.es](patricia.orozco@uv.es) , [https://orcid.org/0000-0001-6856-0117](https://orcid.org/0000-0001-6856-0117)  \n4 Universitat de València, Spain, [anmarez@uv.es](anmarez@uv.es) , [https://orcid.org/0000-0003-0210-3399](https://orcid.org/0000-0003-0210-3399)  \nABSTRACT  \nArtificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.  \nKEYWORDS: creativity, artificial intelligence, prospective teachers, storytelling  \n1 INTRODUCTION  \nCurrently, the debate on the importance of creativity in education has been intensified. This is largely because 2022 PISA Tests (OECD, 2019) included the assessment of creativity in educational systems, paying attention to written and visual creative expression and the solution of scientific and social problems. Spain aligned with this current of opinion with its recent educational law, dictating that “creativity will be worked on all subjects” (LOMLOE, 2020: 1222874) . This highlights the transdisciplinary nature of creativity and the coexistence of several creativity domains: verbal, scientific, artistic etc. (Runco and Bahleda, 1986; Conti et al. , 1996; Kaufman, 2012) . Merrotsy 's (2013) differentiated between Creativity (with a capital letter), which is what great geniuses possess, and creativity (with a lowercase letter), which is a less notable yet everyday useful and necessary one. Besides, Kaufman and Beghetto (2009) in their theory of the 4 Cs, even divide the last one in two: Little-c, which refers to daily actions that affect the individual and their environment; and Mini-c, essential for the formation of mental representations and linked to the creativity inherent to the teachinglearning process. These last two are those that can be promoted at school in a formal learning environment.  \nIt is assumed that the training of teachers (preservice and inservice) is a key aspect to promote creativity. However, current educational plans do not pay enough attention to creativity, and teachers do not feel supported when converting policies that emphasize creativity into real practices (Patston et al. , 2021) . Likewise, they are not receiving adequate training to help them plan and improve programs aimed at developing a cre","cbCairgYuxU93sOd","https://ap.wps.com/l/cbCairgYuxU93sOd","pdf",319113,"English","# Abstract\n# 1 Introduction\n## Creativity in education and educational policies\n## Teacher training as a driver of creativity\n## Conceptualizing creativity and supporting reflective practice","[{\"question\":\"What is the main objective of the research in the document?\",\"answer\":\"To explore the creative potential of prospective elementary school teachers in storytelling through a project that uses a rational approach to AI generative tools.\"},{\"question\":\"How does the study evaluate AI tools’ implications for creativity?\",\"answer\":\"By combining qualitative and quantitative instruments to understand how AI tools affect the creative process and how prospective teachers perceive AI during training and future teaching.\"},{\"question\":\"What educational value do the results suggest for using AI in creative tasks?\",\"answer\":\"AI shows potential for self-assessment and co-evaluation by helping confront not only the creative outcome but also the process through reflection on the posed questions.\"}]","Creativity and artificial intelligence: A study with prospective teachers | PDF",1792092804,18]