1 Universidad Autónoma Chapingo (MEXICO)
2 Universidad Nacional Autónoma de México (MEXICO)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 8906-8910
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2208
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The principle of this work is to identify beliefs about the creativity of English as Foreign Language (ELF) teachers. Understanding their views and beliefs about creativity, which is considered an important field of research, authors such Pope and Runco [1,2] refers to creativity as an academic interest. Within the Foreign Language classroom (LE), it is a vital element, which requires a creative teacher prepared to respond to the needs of students in a global and integrated manner. A questionnaire based on AlKars [3] allows us to obtain important information about EFL's higher education teachers in two countries, universities and different contexts, with the common goal of teaching English to students with Spanish as their mother tongue (L1). Information about their ages, university studies, years of teaching, certifications, were collected. Data results reflect coincident and divergent points of view and allow us to reflect on teaching practices, around creativity, individually and as collectives of work.

[1] Pope, R. (2005) Creativity. Theory, History, Practice. Taylor & Francis e-Library. U.K
[2] Runco, M. (2014) Creativity. Theories and Themes: Research, Development, and practice. 2nd ed.: Elsevier Academic Press. U.K.
[3] AlKhars A. (2013) Creativity in English Language Teaching in Kuwait. A TESOL study. University of Exeter. UK.
English teaching, Foreign Language, creativity.