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Thirty-six English language teachers completed a checklist based on EFL Teachers’ Creativity Profile (EFLTCP). Findings show a mismatch between teachers’ perceived creativity and their classroom performance, especially in expertise and management perceptions versus real practice. The results support language teacher educators, curriculum designers, and EFL teachers in improving creativity-aligned teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-creative-are-iranian-efl-teachers-article-2/593574/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-creative-are-iranian-efl-teachers-article-2/593574.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine how creative Iranian EFL teachers are, using the EFL Teachers’ Creativity Profile (EFLTCP) as the basis for measurement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was creativity data collected?",{"text":117,"@type":113},"Thirty-six English language teachers completed a checklist designed based on EFLTCP.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about teachers’ creativity?",{"text":121,"@type":113},"Teachers’ perceptions did not align with classroom performance; discrepancies were most evident in expertise and management perceptions compared with real practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593574,1792161180,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 10 | Article 2 |\n| --- | --- |\n\n2014  \nHow Creative Are Iranian EFL Teachers?  \nReza Khany  \nIlam University, [khani_reza@yahoo.com](khani_reza@yahoo.com)  \nMahnaz Boghayeri  \nIlam University, [mboghayeri@gmail.com](mboghayeri@gmail.com)  \nRecommended Citation  \nKhany, R., & Boghayeri, M. (2014). How Creative Are Iranian EFL Teachers?. Australian Journal of Teacher Education, 39 (10).  \n[http://dx.doi.org/10.14221/ajte.2014v39n10.2](http://dx.doi.org/10.14221/ajte.2014v39n10.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss10/2](http://ro.ecu.edu.au/ajte/vol39/iss10/2)  \nAustralian Journal of Teacher Education  \nHow Creative Are Iranian EFL Teachers?  \nReza Khany  \nMahnaz Boghayeri  \nIlam University  \nAbstract: The study of creativity has been of great interest to educationalists in general and language teaching practitioners in particular. With all these, very little if any has been reported on the issue in Iranian EFL context. Having this in mind and drawing on the latest profile of creativity, effort was made to see how creative Iranian EFL teachers are. In so doing, a total of 36 English language teachers filled a checklist designed based on EFL Teachers’ Creativity Profile (EFLTCP). The results indicated that the participants’ perception did not match the way they performed their activities in the classroom. The main discrepancies were seen in teachers’ Expertise and Management perceptions with their real practice in the classroom. The findings of this study can be used by language teacher educators, curriculum designers, and language teachers.  \nOverview  \nCreativity is present undoubtedly in many aspects of human life. It is the process of making connections and, sometimes, is about productivity, about making something new from those connections (Gardner, 1993). Creativity has been a subject of research to psychologists, sociologists and cultural theorists who are interested in studying the origins of the creative mind and creative activities particularly within the domains of the arts and culture (Boden, 2004) . Creativity takes place indeed in the interaction between a person’s thoughts and a socio-cultural context (Csikszentmihalyi, 1996) . Intellectual skills, knowledge, styles of thinking, personality, motivation and environment all take key parts and work together to open up the space for creativity (Hall & Thomson, 2005). As with many 􀀅elds investigating human activity, the conceptualization of creativity is divergent, con􀀆icting, and subject to diverse perceptions (Reilly, Lilly, Bramwell, & Kronish, 2011) .  \nWith the shift from an industrial economy to a knowledge economy, skills supporting the creation of knowledge and innovation have become of great value (Sawyer, 2006) . Focus on learning for deeper understanding as the core requirement of innovation (Bereiter, 2002) needs creative and improvisational teaching (Sawyer, 2006) . Due to the recent rise of new educational policies and the increase in tensions and dilemmas facing schools, along with the growing demand for a wider variety of skills and knowledge among children, the need for creative teaching seems more crucial than ever (Woods & Jeffrey, 1996) . As the population of students is divergent, creative teaching seems necessary to meet the students’ complex educational needs. Also, teachers must be creative when facing multilingual and multicultural learners with diverse learning needs and socioeconomic histories. Therefore, successful teaching does depend on teacher’s creativity (Reilly, Lilly, Bramwell, & Kronish, 2011) .  \nEbneroumi and Pouladi Rishehri (2011) focused on the viewpoints of administrators regarding the characteristics of the creative school. They found a framework that could be used  \nVol 39, 10, September 2014 16  \nAustralian Journal of Teacher Education  \nto identify the characteristics of creative schools. This framework incl","cbCaimiOE2qvLuOh","https://ap.wps.com/l/cbCaimiOE2qvLuOh","pdf",139692,14,"English","# Overview\n## Creativity in education\n## Creativity and knowledge economy\n## Creative schools and teacher roles\n## Classroom creativity and teacher effects","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine how creative Iranian EFL teachers are, using the EFL Teachers’ Creativity Profile (EFLTCP) as the basis for measurement.\"},{\"question\":\"How was creativity data collected?\",\"answer\":\"Thirty-six English language teachers completed a checklist designed based on EFLTCP.\"},{\"question\":\"What did the study find about teachers’ creativity?\",\"answer\":\"Teachers’ perceptions did not align with classroom performance; discrepancies were most evident in expertise and management perceptions compared with real practice.\"}]","How Creative Are Iranian EFL Teachers? - Article 2 | PDF",1792077506,35]