Singaporean teachers' perception of activities useful for fostering creativity

Ninety-five beginning teachers and 116 experienced teachers rated the degre e of usefulness of activities for fostering creativity on a 5-Likert scale (1 = not very useful, 5 = very useful). Three clusters (C) were elicited fr om their responses. C1 was featured by moderate and high ratings of teacher s for all the learning activities. C2 was mainly characterized by student-c entered independent and collaborative learning activities. C3 was highlight ed by student-directed independent learning activities. About two thirds of the experienced teachers and one fifth of the beginning teachers belonged to C1. Nearly half and one fourth of the latter compared to one fifth of th e former belonged to C2 and C3, respectively. Implications of the findings for Singaporean education were presented.