Hull Usa

Ease

Each psychological concept can be analyzed or understood based on its dimensions. The concept of creativity can be better explained clearly using its dimensions. The state of our information concerning main dimensions of creativity can be defined fully presented in the light of its main dimensions. Psychologists made more than two dozen information such dimensions., mastery, originality, flexibility, Development, divergent thinking, Convergent Thinking, novelty, the ability to produce more and full of ideas, originality, usefulness, independent judgments, resourcefulness, independent thinking and action, etc.

In addition Javedekar (1963) in his philosophical work mentioned "freedom" of openness. Sportingly and progressiveness that the dimensions creativity, but the dimensions mentioned four dimensions - control features, originality, flexibility and personality are very large dimensions, for which the understanding and measurement of creativity is plausible.

It is hypothesized that " control "of thought would be an important aspect of creativity. This is a quantitative aspect that has to do with the fertility of ideas. It is a factor in verbal fluency ability to produce words containing each letter or letter combination. A factor of "associative fluidity" is best indicated in a test that requires an examination of produce as many synonyms as he can for a given word in a limited time. "Mastery expressional "One factor is the ability to produce phrases and sentences. The need for rapid juxtaposition of words to meet the requirements of sentence structure seems to be the unique feature. The other factor is ease "ideational control." It is the ability to generate ideas to meet certain requirements within a limited time.

In the field of creativity must surely expect to find a dimension of originality. It is indicated by the scores of some tests in which the answers are weighted in proportion to their rarity of the event in the population of subjects examined. Unusual responses is one of the measurement principles of originality.

In 1950, we assume that creative thinkers are flexible thinkers. They easily desert old ways of thinking and to strike in new directions. There are two factors which seem match in this dimension. One such factor has been called "spontaneous flexibility". It is defined as the ability or disposition produce a wide variety of ideas, with the freedom of inertia and conservation. The other type of flexible thinking is a "flexible adaptation "for the reason that it facilitates the solution of problems. This is best illustrated in one type of problem that requires a type the most unusual of the solution.

Measurement of creativity:

Since creativity is a measure psychological construct, it's psychometric principles. The measure is based on the principles of quantifying quality. In any case, it differs from the measurement of certain dimensions. It was mentioned earlier that the dimensions of creativity flow, originality, flexibility and personality traits are important. Thus, any psychometrican pay his work in measuring these four dimensions.

The control can be measured by a composite measure of its four elements, namely fluency, fluency of association, the expressional control, and ideational fluency. Due to the fluidity verbal ability to produce words, each containing a specific letter or letter combination, subjects can be asked of words with letters specific product or combination of the letter.

Originality can be measured by tests in which items call for associations or long distance relationships, remote in time or in a logical sense.

By contrast, "fluidity" of the word, one letter in which the requirements must be met, the measure of control of association implies a requirement of meaning for the words given. expressional control is best measured by a test call to produce sentences or phrases. A proficiency test of attitudes may ask exam candidates to name the objects that are difficult, an edible white or giving different uses of a common brick, or to give appropriate titles to trace history data. Flexibility can be measured by a composite measure of its two factors, namely the spontaneous flexibility and adaptability. In tests of spontaneous flexibility, the subject shows freedom to wander in his mind, even when it is not necessary for him to do. By naming the brick used is the jump easily from response category to another thinkers. rigid, on the other hand, tend to stay in one or two categories of responses. Adaptive flexibility can be measured in the best kind of problem that requires a most unusual type of solution. The problem may appear to be soluble by methods more familiar and classic, but these methods do not work.

As Guilford (1950) noted "the development of the scoring procedure for testing Creativity presents some unusual problems in particular between the subjective and objective scoring methods. In addition, he suggested that the Creativity can be measured using the rating scales.

Professional skills:

Although Teacher of skills has been recognized as an important component of education-related learning, little effort is made are to define the term. A glance into the literature of professional competence of teachers found that many terms such as "success education, "" teacher success "," teaching effectiveness "," Return of Teachers "and" competence teachers, etc.

As we look through a lot of researchers in this field Barr, AS (1961) define "there are various terms used to identify or describe the success of the teacher. " Frequently "Skills" is the word used. It will be noted that the terms are sometimes applied the teacher as professional skills of teachers and sometimes the teacher behavior as in teaching skills.

Donald M. Medly (1982) found that teachers' professional skills as "those knowledge, skills and beliefs of a teacher and has to be - the situation of teachers' teaching skills of teachers differ. Performance and teachers in that it is a stable characteristic of a teacher who does not change significantly when the teacher moves from one situation to another.

In this it is clear that knowledge of the subject, teaching skills, beliefs and feelings of teachers can be considered components of the professional competence of teachers and teacher effectiveness is supposed to possess.

Biddle (1964) advocates that "disagreement and ambiguity regarding the description of the professional competence of teachers to predict and may not be entirely avoided, because effective teaching is undoubtedly a question. The term was used by some researchers to refer to the process properties training of teacher behavior presented by the teachers and the effects produced by the teacher. The same variables were called by other researchers as a criterion of the ability of the teacher competence and many of their words - "successful teachers, professional competence Teachers, teacher efficacy, teacher performance, "" teacher effectiveness, etc., are used interchangeably by investigators.

Ryan (1960) says "what constitutes effective teaching? What are the distinguishing characteristics of teachers concept? The provocative questions and recurring? Unfortunately, no universal acceptable definitive answers can be given to these complex queries .... Embarrassing as it may be professional educators to recognize, relatively little progress has been made.

Similarly Biddle and Ellena (1964) admitted that nobody knows what has been an effective teacher. They said "probably no aspect of education was discussed with greater frequency with deep concern that many or most educators and citizens, as has that of the professional competence of teachers ... .. how to define how to recognize it, how to measure and how to detect and remove obstacles to its realization .... Results on the competence Professional teachers are inconclusive and fragmentary and little is currently known for certain on excellence in teaching.

The researchers studied Teachers' professional expertise is comprised of three components viz., Presage, process and product. Here is the harbinger component refers to all processes, training, the training aspect and personality factors in teachers. The process component refers to actions or practices of teachers class and the component of the product refers to the quality of products, namely the students produced.

Jang (1979) stated "The teacher of skills was seen in its three separate components for the convenience of the profession. It should not be considered that these elements are watertight compartments. It also follows that there are no clear cut lines to distinguish one component from each other.

Professional skills of teachers:

1. Already mentioned earlier on the criteria most commonly used to evaluate the professional competence of teachers omen, processes and products.

Donald M. Medley (1982) identified four types of research models to guide researchers, each involving four independent variables - the results of student learning, students learning. Experiences, teacher performance and professional competence of teachers The four different types of research are: research 'L' type, search type 'P' Search type 'C', the dependent variable is the measure of teacher performance in implementing implement a particular teaching strategy and the independent variables are measures of skills .. In the context of teachers varies objectionable and external to the unit of analysis is a teacher's object of type C of the research is to discover what skills - what knowledge, skills and values - a teacher must address in order to implement a particular model of education (or) the strategy in a particular situation.

It should be noted that the above four types of research proposed by Medley (1982) are refinements of the transition variables and product competence professional teachers. According Kyriacon and Newson (1982), there are four variables -. Presage, process, product and contextual variables related to the overall context other variables that can influence the behavior of students and teachers during lessons. Although the other, they are the same as those are given by Barr (1961).

Mc.Neil and Pophan (1973) tested the criteria for assessing the professional skills of teachers student evaluation, self-assessments, administrators or peer reviews, analysis of the classroom environment, systematic observations, studies on personal attitudes, student earnings and performance tests. In this research study used composite criteria presage variables and the process of the professional competence of teachers, the study of these variables by teacher-evaluation.

Dimensions professional skills of teachers:

Out of the many dimensions of professional competence of teachers, five dimensions are They are considered in this study -. (1) the teaching activity, the practices of the child (2) centered, (3) Equipment Teaching Learning and display, (4) The assessment strategies and teaching and repair (5) New strategies.

Teaching activity based teaching skills include concept illustrations, practical child-centered approach etc. the best practices to student needs, individual differences, interpretations, etc. Participation of children are included. Teaching Materials teaching refers to the selection and presentation of teaching learning material preparation, display, etc., are included. strategies Assessment of corrective measures, the construction of different types of test items for evaluation, etc. New strategies refer to interpretations, teaching strategies, creative ideas, etc. The above dimensions and areas of learning professional skills of staff differently influence the teacher's professional skills is the conclusion drawn by most researchers in the field of professional competence teachers as indicated in the diagram below.

graphic dimensions

Professional skills Teachers

Teaching activity based

New strategies and challenges in education

TEACHER

BUSINESS

JURISDICTION

Assessment Strategies

Tutoring and child-centered practices

Measuring skills Teacher:

According to Barr (1961), there are four methods of evaluating teachers contributing different ways by different versions;. instructions and data collection devices namely, (1) Evaluation done in terms of qualities of the person as in the assessments of personality (2) assessment, taking place strategies of teacher behavior, as in the performance evaluation in terms of qualities desirable characteristics of professional interpersonal, (3) the assessment is developed from data collected from presumed qualities of professional competence of teachers and (4) evaluation developed from studies of the product. In this study is limited to the investigator to know third approach to teacher evaluation, the evaluation will develop from data collected.

Relationship between Teacher Creativity

Professional Teacher skills and:

Educational objectives and expectations of educators ancient and modern the needs of society must be done with only teachers with good behavior and competence in their profession is undoubetedly more important. BRRao (1989) rightly points out that the quality of a teacher is deemed to be associated with its values. Similarly, Dr.DSKothari (1964-66) recommends that "all the different factors that influence the quality of its contribution to national development, quality, competence, and character Teachers are undoubtedly the most important. Delors Commission (1996) found that it is the teacher whose role can help a lot the inculcation of values. Mudaliar Commission (1952-53) noted that it would be wrong to say that their teachers make a great nation. This occurs as well as being masters in their discipline and competence in communication skills, teachers are also men and women of character. In theory, this concept may be sound, but in practice, how the creativity of teachers in relation to teacher professional skills. To what extent are they related questions are awaiting answers.

Thus, the researcher took this piece of research tool to find the relationship between teacher creativity and professional skills of teachers and confined to school education. The framework concept was presented schematically in the diagram below.

Relationship between Teacher Creativity

and professional Teacher Competencies

Teacher Professional

Teacher Creativity Skills

Flexibility Activity-based Learning

and barriers in education

The original child-centered practices

Fluency Teaching and Learning

Display hardware

And evaluation strategies

Remedial teaching

New strategies

The above diagram shows the relationship between the creativity of teachers and teachers' professional skills. The available literature is presented in the following chapter.

REVIEW OF RELATED LITERATURE

Man is the only creature that does not begin anew each generation, but it can take advantage of knowledge that was accumulated over the centuries. This is of particular interest in research that works as a continuous function of all the best approximation of truth. The investigator can be sure that this problem does not exist in a vacuum and that considerable work has been done on the problems which are directly related to its proposed investigation. The success of his efforts will depend largely on the extent to which it capitalizes on the advance made by previous researchers.

Kerlinger (1973) gives two main reasons to discuss the general literature and research related to the research problem. The first is to clarify the theoretical underpinnings of the problem. A second reason is to tell the reader what the research has not been done on the problem. The underlying goal is to locate research in the body of existing research on the subject and highlight what she contributes to the object.

The main purpose of this literature review is available to determine the facts which are essentially related problem under investigation. For the emerging knowledge surveys allow a researcher to avoid unintended duplication, and this would also be understanding and insight to develop a logical framework for the current problem of the investigation. In addition, studies have been made to formulate research hypotheses, one indicating what must be done form the basis for the justification of the study in the study.

In this regard a previous investigations in related areas will obviously be a light and take the path Investigator lit with lots of information. Previous studies of creativity and professional skills are two components incorporated herein. These previous investigations deliberately help the investigator to pursue his research.

Creativity - Study Abroad:

Taylor CW (1964) described the personality characteristics of creative people. They are autonomous, self-sufficient, independent judgments in the more open to the irrational, more stable, more feminine, dominant, assertive, complex, more self-acceptance, more resourceful, adventurous, more radical, self-controlled, emotionally sensitive, introverted and fat.

Mac.Kinnon DW (1963) gave the following characteristics of the personality of creative people. They are intelligent, original, independent thinking and action, open to the experience of both the inner and outer world, infusion, aesthetically sensitive and free any crippling constraint. They have a high energy level, a continuing commitment to creative activity and a strong sense of destiny, which includes a firmness and a measure of selfishness.

Mc.Guire, S. (1963) proposes three dimensions of personality important for mental health. They are (1) relaxed optimism coming out, (2) Intelligent Autonomy and Creativity (3) Self-discipline of stability.

EP Torrence (1964) found that creative children were often seen by his peers as "bad" and having "crazy ideas and stupid."

Gatzels JW, and Jackson PW (1962) corroborates this creation characterized by broad ranging interests, his sense of homour and emotional stability.

EP Torrence (1965) reproduce this work eight times and seven times shows similar results.

Guilford, JP (1950) in his presidential address to the American Psychological Association has noted the "extreme neglect the study of creativity", indicating that some 1,21,000 indexed securities in Psychological Abstracts from its inception until 1950, only 186 have been definitively linked to the subject of creativity.

One of the first investigations in the modern style and personality in the history of science was done by Rock 1952. Twenty biologists, physiologists 22 and 22 social scientists have been selected by the panel of experts in their respective fields. Rock subjected them to lengthy discussions on their life history, family history, occupational and recreational interests, thinking, etc., as well as intelligence tests and Clinical personality tests that probed their domestic concerns and attitudes to themselves and the world around them, in a word, their personality structure.

Graham Wallas (1956) gives 4 steps of the creative process. are preparation, incubation, brightenings and verification.

A lines by typing Getzel and Jackson (1959) among high school students who are held in high divergent thinking tests is a sense of humor.

Gouth (1961) theoretical orientation, and the sophistication of potential origin and general.

Judith L; Mc.Elvain, LN; Grelwell RBLewing and studied the relationship between creativity and variability of Teachers The purpose of this study was to find a relationship between creativity. and teaching skills and to find other common characteristics of teachers in relation to levels of creativity.

Williams (1972) proposed a model that focuses on the following types of student behavior creative, fluid thinking, flexibility thinking, original thinking, complex thinking, curiosity, risk taking, complexity and imagination.

Mac Kay (1970) uses temperament scale science research in an attempt to isolate students who perform better in an approach "discovery" of a science classes in an "authoritarian" approach.

Taft, Dewing and Gilchrist (1971) used to study the experiences questionnaire. Persons were both very creative and very productive These people seem to have the features of the rapidly changing states of consciousness, intense reactions emotional and interest in newness.

Caspi (1972) devoted much effort to promote a process of creativity University students and has launched a program of alternative teacher education at the Hebrew University of Jerusalem. In his program places emphasis on the promotion of creative personality as well as offering teachers a wide range of experiences to help teachers towards a creative approach to his teaching at the school.

To facilitate a meaningful connection between the university and school Butter (1974) developed a model of pre-merger and service in the service of the teacher. The model aims to provide a learning situation conducive to open to new experiences and ideas, including learning situation requiring a creative approach to all participants.

January Dean Robert Brown Sarah Young (2009) studied "History Possum: Reflections of a teacher in early childhood drama." Retrieved from hiring a drama teacher who was willing to act as a researcher in his efforts to document and communicate beliefs and practices to others. It highlights the value of the reflection process as a way of articulating, and improving information practices, a view supported by Taylor, who says that "if teachers can provide the means to believe in their own ability to act as researchers, if they can generate faith in their own ability to observe and reflect critically on their work, they are capable of changes in their own learning environment "(1998, p. 129).

An analysis of these reflections to better understand the difficulties by the drama practitioner working with a large group of young children. These include how to determine engaging and relevant child-focused content, how to stimulate the interest of all children in the development of history and meet their needs, and how to promote creative problem solving through open questioning and responsive.

In conclusion, this paper provides an illustrative and instructive practice that can stimulate others to engage in dramatic experiences processes that meet the interests of children and provide opportunities for rich children to create, act out and reflect on important stories emerge. (Jan Deans, Robert Brown University, Sarah Young, of Melbourne, "The Stody Possum: Reflections of a drama teacher in early childhood ", Australian Journal of Early Child, 2009 (online publication).

John P. Myers (2007) studied "Democratizing School Authority:. Brazilian teachers' perceptions of the election of school principals "The aim of the study is the idea of collective decision making in schools has been a popular democratic society model of educational reform. One of his claims is that participation in decision making allows teachers and school improves education. This research examines this claim by the study of seven teachers experiences with democratic reform of the unique school Porto Alegre, Brazil, the election of principals by teachers, students, parents and staff. Results showed that reshaped the election relations education authority, which leads to greater freedom for teachers to introduce teaching methods Democratic, while articulating the school as a democratic institution and teachers as citizens. (John P. Myers, University of Pittsburgh, USA, "Democratizing education authority: Brazilian teachers' perceptions of the election of school principals", Journal of Education and Teacher Education, USA, Volume 24, Number 4, Pp.952 - 966, May 2008).

Julie White (2008) studied Pedagogy Sustainable: a narrative research on performativity, teachers and the opportunity. " This study revealed that the paper largely theoretical explores a new conceptualization of "sustainable education". The development of this concept has benefited from ESD, three interpretations performativity and the key concepts of professionalism and creativity. Teaching sustainable involves not only recognition of the philosophy of self and subjectivity, but professional and classroom practice that retains fidelity to the philosophy and identity. It is important, teaching sustainable also involves the construction and support the professional community. With its creation, an attempt is made to demonstrate that the work thearers "food and the force necessary and that education provides an understanding of sustainable richer and more complex teacher identity and professionalism, and creativity may provide a suitable antidote to performtivity that, unfortunately, currently most forms broader educational landscape in Australia (Julie White, La Trobe University, Australia, "Teaching Sustainability: A Narrative Research on performativity, teachers and possibility," Journal of the International Association for the Advancement of Curriculum Studies, 2008 - TCI-line publication)

Panagiotis Kampyle and others (2009) studied in-service and prospective teachers "Conceptions of creativity." In this study, the authors found that teachers play a crucial role in the development of 'Elementary school students to create potential either positive or negative way. This document aims to draw attention to the designs in-service teachers and future of creativity and to answer three main research questions: "What are the concepts and theories Implicit creativity in general? "What teachers are teachers' conceptions and implicit theories of creativity in the context of primary education? "And" How well trained and equipped than teachers feel to play their role in the development of creative potential of students? "A self-assessment was used as an instrument to collect quantitative and qualitative data from 132 Greek service and prospective teachers. According to the selected data quantitatively, we present in this study, the majority of participants said that facilitating students' creativity is included in the role of teachers, but they (Teachers themselves) are not well trained and feel confident enough to perform this particular expectation. The authors conclude that further research are necessary to: (i) to reveal more about teachers' conceptions about creativity and (ii) to understand and classify the needs of teachers particularly to facilitate the creative potential of primary students. (Kampyle Panagiotis and Eleni Berki Pertti Saariluoma University of Tampere in progress service and teachers' conceptions of creativity, "Journal of thinking skills and creativity, Finland, Vol.4, Issue 1, pp.15 - 29 April 2009 - On-Line Journal).

Kaoru Yamamoto (2005) studied 'creativity and higher education: a review '. The author has studied this Abstract Some recent literature is reviewed to argue that institutions of higher education made small adjustments to strategies for their admission or their programs to help feed the diverse talents among their students. Diversity seems lacking in the undergraduate community in professional circles. The need for renewed spirit of experimentation and tolerance pluralism is stressed. (Kaoru Yamamoto, Arizona State University, USA, "Creativity and Higher Education: A Review Journal of higher education, ISSN: 1573-174x (online), Pp.213-225, 2005).

Linda Reichwein Zientek and others (2008) studied the "practical reporting of quantitative research in teacher education: a look at the data cited in. The AERA Panel Report, the authors of this article examines the characteristics analysis and reporting of research articles cited in the study of teacher education: The Report of the Research Group AERA and training of teachers (Cochran-Smith & Zeichner, 2005) who used quantitative reporting practices. Their goal was to help identify reporting practices can be improved further the creation of the basis of best possible data for training of teachers. Their results indicate that many study reports the absence (a) effect, confidence intervals (b) and (c) the reliability and validity coefficients. A possible solution is for journal editors to point out clearly the expectations established in the standards of reporting on empirical social science research in AERA Publications -AERA, 2006. (Linda Reichwein Zientek, Mary Margaret Capraro and Robert M. Capraro, State University of Houston, Texas, Journal of Educational Research, Texas, Vol.37, No. 4, Pp.208-216, 2008).

Creativity Studies in India:

Baquer Mehdi (1970) developed a battery of tests to identify creative talent in the phases of primary and secondary. The battery consists of oral and non-verbal creative thought.

Passi (1972) developed a battery of creativity tests for upper secondary school-age children. The battery is composed of verbal and nonverbal tests.

Kaul (1974) developed a test of creativity for children 14 -. age group 16 years Ramachandra Chari (1975) has developed a test to identify creative children at the age of graduation. The subtests included in (1) Control, (2) Flexibility (3) Originality and (4) Development. Khine (1971) found that the aspect of creativity such as fluency, flexibility, originality of thought and preparation to stay closer to each other.

Sharma (1971) used the factor model to study the effect of interest selected intelligence and socio-culture on creativity. His findings revealed that for boys rural and urban creative thinking have shown progressive tendencies with intelligence.

Goyal (1974) focused his study on the personality of correlates of creativity among teachers in secondary education. The results suggest that people do not get very creative in training college faculty and highly flexible trainee teachers seem more likely guilt and less imaginative.

Joshi (1974) in his study intellectually gifted students found that gifted students is an effective contribution to all types of scores for creativity.

Gakhar (1975) Notes: 1. Creativity and intelligence are two modes of operation differ even intellectual, (2) Personality traits of acceptance self-sufficiency and are distinctive characteristics of girls in non-verbal creativity.

Jha (1975) investigated the personality profiles of thirty-five people creative, using centered method, he discovered four factors. The main factor reflects optimism national ego strength high, realistic and healthy attitude towards life, and openness to experience, assertive, self-confidence and tendency to self-actualization.

PG Aaron, Marshall, VG and Maltesha A (1969) in their study to find significant differences between rural and urban students of the same socio-economic differ from each other in their level of education, attitudes, Creativity and personality characteristics. The results indicate no significant difference between the scores of creativity rural and urban boys.

Deshmukh (1979) in his study of the main findings were usually girls did better than boys on measures of creativity that shows significant differences by sex in creativity. There was moderate positive relationship between creativity and intelligence of the various factors of creativity.

Singh OP (1982), the main conclusions of his study were (1) the average score of creativity students in urban schools was higher than that of students in rural areas (2) the mean score for science students was higher than arts students.

Saxena (1972), was attempting to discover differences between more and less efficient with regard to their interests, needs, adjustment problems, study habits and personal background factors and others. Another research group has studied the relationship of intelligence, creativity, interest, neuroticism and extraversion of academic achievement.

Choudhry (Abstract: 1085, III Survey Report, 1983) studied the "Study of the relationship between creative thinking abilities of student teachers and their classroom behavior Proceedings. The study objectives were: (1) to study classroom practices during teacher-trainees and to compare with established standards, (2) study the relationship between creative thinking abilities and verbal figural creative thinking skills, (3) to study the relationship between verbal creative thinking abilities of student teachers and classroom verbal behavior, (4) to study the relationship between figural creative thinking abilities of student teachers and classroom verbal behavior, and (5) to predict behavior in the classroom basis of creative thinking skills, both verbal and pictorial whole.

Some of the important findings that (1) capacity verbal creative thinking of the teacher-trainees were positively correlated with their abilities figural creative thinking, (2) there was significant relationship between creative thinking skills and some indices of behavior in the classroom verbal model of the relationships between representational capacity creative thinking and behavior in class was the same as that between the verbal skills creative thinking and behavior in class, (3) high creativity teachers greater freedom of students to participate in praising the acceptance and development of ideas, (4) teachers of content creation and processed most talked convergent, their different levels and evaluation of the facts at least, (5) classes of creative teachers, students also spoke at least done and at lower levels of convergent and divergent.

Nirpharake, A. (Abstract: 1189, III Survey Report, 1983) investigated "the creation of assessment training" The main purpose of the investigation. was to develop and test a training program in appreciation of creation. Creative satisfaction was defined as recreating the vision of the artist, including an assessment against the criteria of relevance, effectiveness and originality. The investigator developed a special training program and tried to efficiency in the development of appreciation of creation. The main results of the survey were: (i) The experimental group showed a marked improvement in all aspects of creativity after receiving training on the control group as well as its own pre-test scores. The control group showed no significant improvement over its pre-test scores. (Ii) training in the assessment of development has been particularly effective pedagogically, because it could be adapted to situations different classroom by teachers of language and fine arts, without any additional technical Marshall creative teaching.

Search (V - Survey of Educational Research, Vol.I, 1988-92) made the connection between creative thinking figural Class (Choudhary, S.1989); role adoption science teachers in home schooling, research and extensions to improve the quality of teachers' work in these areas (Pande, M. and Chandra, A. 1992), teachers' attitudes towards creative learning and teaching based on variables such as teaching experience, academic discipline, etc. (Mathur, S. 1988);

Of skills - Study Abroad:

Greg Hearn and others (1996) studied "Generic Definition Vocational skills in Australia. Towards a professional development framework "This study examines the extent to which there are skills that are generic professions in Australia. The seven professions of accountancy, architecture, human resources management, marketing, social work and education across Australia were interviewed using a 80-item questionnaire. The questionnaire was developed by reviewing the literature on professional skills, work-shopping with representatives of professional groups with the nominal group technique and small group discussion; and using a preliminary study of individuals in four occupational groups. Factor analysis, representing 51.9 percent of the total variance extracted nine factors: problem solving, other guidance, professional associations, internal frame of reference, Emotional Competence, influence, knowledge, productivity, and customer focus. This study examines the implications of these findings for professional training, Human resource managers involved in the selection, training and development professionals, and for the transition to professional managers. These issues are of growing importance to human resource managers in their role as promoters of organizational capacity. (Greg Hearn, Anna Close, Barry Greg Smith and Southey, Queensland University of Technology, Australia, Asia Pacific Journal of Human Resources, vol.34, No. 1, pp.44 - 62, 1996).

Robin Jones (1996) studied "the movement skills and special education." The author found that the movement of teachers Skills Australia is part of the larger national movement that is concerned by the statements of competence for all trades and professions. The educators are not exempt so that the professional skills of statements or lists are or will be developed for this occupation. In the process of formulating a number of issues and challenges should be addressed: the definition of "skills", the issue of generic drugs compared to lists with disabilities re specific purpose (s) of these lists, their dangers and benefits. We would do well to consider these questions now. We should also consider whether the lists or statements can encapsulate the essence of what good teaching special education is about. (Robin, Jone, University of New England, Armidale, NSW, Australia Published by Journal of Special Education, Australia, Vol.20, Issue 1, pp.40 - 48, 1996).

Malm, Birgitte, Lofgren and Horst (2006) In this study, the data show that students perceived competence teachers as an integrated whole. Positive evaluations in various areas are highly correlated. However, seven specific skills of teachers have been identified. This study also identified that there are often significant differences between classes regarding education and student achievement. This study also shows differences between classes regarding attitudes, confidence, management strategies Conflict and competence of teachers. Among these, the greatest differences were found as those related to the seven components of competence teachers. In testing a causal model, we were able to demonstrate that there are high correlations between skills teachers, school attitudes and self-confidence, and that these three factors are closely related to the "ways of dealing with conflict situations (Malm, Birgitte, Lofgren, Horst, "the students of teachers skills and strategies for handling conflict of students, educational research, Australia, November 2006)

Burriss, Kathleen Burriss, Larry (2004) studied skills and Comfort: "Attitudes toward diversity "teacher candidates. The purpose of this study was to identify and describe the levels teachers' perceived competence and comfort in teaching diverse student population. For three semesters, teacher candidates (n = 221) volunteered to complete questionnaires at the beginning of their professional training courses. A second group (n = 242) completed questionnaires as they left teaching students. Although the majority of prospective teachers have limited work experience and life, the results show both groups feel both competent and comfortable interacting with diverse populations. (Burriss, Kathleen Burriss, Larry, capacity and comfort of teachers Candidate Attitudes toward diversity, "Journal of Research in Early Childhood Education, Washington, USA, April 1, 2004).

Moberly, Deborah A., Conway, Kathleen D.; Girardeau, Cape Town; Ransdell, Mary (2002) studied "Helping Students examine their practices (teacher / Teacher professional standards). The study found that although teacher training has always been focused on curriculum and instruction, Assessment and accountability have become equally important. Students must be able to document their knowledge and skills, to meet the standards of state and national education. Through this documentation process, prospective teachers reflect on their products teaching and learning. The artifacts range from teaching portfolios, videotapes, creative projects, and conferences, examinations and documents. Think and write about these artifacts is now a critical process development for future teachers. (Moberly, Deborah A., Conway, Kathleen D.; Girardeau, Cape Town; Ransdell, Mary, "Helping students reflect on their practices (teacher-teacher professional standards, education Preschool Magazine, New York, Kentakey, USA, March 22, 2002).

Gretchen and Jacqueline Jordan Irvine Mc.Allister (2000) studied "Cross Cultural multicultural skills training for teachers. " The text of the article reveals that teachers need support as they face the challenge of effectively teaching students in their various classes. Teacher-educators have used various methods to promote change in teachers mentalities, attitudes and behaviors related to cultural diversity, but these efforts have yielded mixed results, because they are often concentrated on the content rather the process of cross-cultural learning. The purpose of this study is to examine three models based on processes that have been used to describe and measure the evolution of racial identity and intercultural competence. These models include the model of Helm Development of racial identity, Banks Typology of Ethnicity, and Bennett model development of intercultural sensitivity. Search using models provided insights for teacher education in multicultural assessment of readiness to learn, design learning opportunities, and provide appropriate support and challenge for teachers. Gretchen McAllister (Jacqueline Jordan Irvine and the "Cross cultural competency and training of teachers multicultural, "Review of Educational Research, USA, Vol.70, No.1, pp.3-24, 2000)

Thirty Denise De Souza (2008) studied "development professional teachers and the argument of incompetence. " The author argues that this work suggests that since the earlier an individual strategy has become increasingly important in formal education programs in São Paulo (Brazil) addressed to cope with high rates of repetition and dropout of students: the concentration on professional development of teachers. We argue that this strategy is based on the idea the incompetence of teachers as the main explanation of educational problems. This idea permeates both the design of programs and their proposed actions and practices. The idea of the incompetence of the teacher is present in the popular literature, and in the formulation and the implementation of the official curriculum, namely Basic Cycle (CB), Basic Cycle in a single shift (CB-JU) and the quality of schools (PE) undertaken by the São Paulo State Secretariat for Education (SSE). This paper presents some details on the fieldwork carried out in research project on the theme of teacher professional development (TPD), submitted as my doctoral thesis. It also presents the main conclusions of this work. The fieldwork was based on a qualitative research method in which the perceptions, expectations and interrelationships of teachers concerned, the course instructors and policymakers have been extracted from a number of interviews and observations. Our analysis shows the presence of what we identify as "the argument of incompetence." It takes different forms depending on the context and the group people involved in the activities of TPD. The core of the 'argument of incompetence "following a linear logic:" We not a good school just because we lack the professional competence of teachers. "The" argument of incompetence ' not only undermines the relationships among the main agents involved in the professional development of teachers, namely, policy makers, course instructors and teachers, but it also promotes the wrong way to think of teacher professional development. Wrong and simplistic because it promotes a concept of TPD which overstates its capabilities to cope with chronic problems and broader low quality of basic education in Brazil without taking the necessary steps with regard to other vital elements such as decent working conditions in schools and career development of teachers (Trento Denise De Souza, Brazil - Online:. www.wwwords.co.uk/EERJ/content/pdfs/6/issue6 3.asp).

David Carr (2006) studied is to understand the professional knowledge Teacher problem theory and practice? In this study, currently fashionable professional ideal of reflective practice has focused on how quality education can be informed by theoretical (always in social science) investigation and has been generally interpreted as a matter of effective implementation of the theory. This paper rejects the assumptions underlying the techniques of the idea of the theory applied, trace to the confusion between two different kinds of practical deliberation, prognosis and techno. Understand professional reflection primarily in terms of prognosis calls into question both the precise role of real theoretical studies in professional reflection and theoretical status of the very sort of understanding principles and proceedings necessary for the wise conduct of education. (David Carr, Heriot-Watt University, UK, Journal of Philosophy Education, Vol.29, No. 3, Pp.311 - 331, 2006)

Darrell M. Hull & Terrill F. Saxon (2009) has considered "negotiation of meaning and co-construction of knowledge:. An experimental analysis of asynchronous online instruction "According to the authors that changes in the group of co-construction of knowledge and the extent to which participants engaged in the negotiation of meaning are directly related to education. The authors examined the interaction Social resulting from a controlled variation of education in design balances in two professional development courses for teachers. Both courses were held at the same time, included the same content with the same instructor, and took place in an online format asynchronous. Twenty-four subjects were randomly assigned to two courses. Using constructivist theory to guide the socio-historical interventions of education, frequency of instruction and examination have been intentionally manipulated for a half of each course. Changes in education have been hypothesized to encourage the negotiation of meaning and co-construction of knowledge in both groups. Transcript analysis using a measure depends on social interaction was applied to 782 participants' statements. multiple comparisons revealed significant differences in the measurement depends in part on the course where modification of teaching strategies have been implemented. The results show that relatively simple changes in teaching practice (Eg, increasing returns to education once or twice a week and participants engaging in dialogue through questions open), we obtain a result significantly improved the learning within this environment. There is strong evidence that learning online groups depend heavily on education to facilitate the negotiation of meaning and co-construction of knowledge. This research raises concerns whether or not instructors use teaching strategies that influence the construction of social knowledge and the impact on learning asynchronous online courses. In addition, the study demonstrates the usefulness of a measure already published for social interaction in the CMC. (Darrell M. Hull, University of North Texas and Terrill F. Saxon, Baylor University, USA, Source: Computers & Education, Vol.52, No. 3, Pp.624 - 639, ISSN: 0360-1315, Publisher: Elsevier Science Ltd., UK, 2009).

Compton, Lily, KL (2009) studied "Preparing language teachers to teach the language online: A look at the skills, roles and responsibilities. This paper reviews and criticizes an existing framework of skills for language teaching online. This review is followed by a new competency framework online language teaching. The paper also uses a systems view to examine the roles and responsibilities of different actors in a system of learning. Four main recommendations are provided to assist the language teacher training programs to prepare future language teachers teaching languages online. (Compton, Lily, KL "Preparing teachers to teach language to language online: A look at the skills, roles and responsibilities", Journal of Learning Computer Assisted Language, Vol.22, No.1, pp.73 - 99, -2009, published online by the Journal of Education - 824 747).

Professional Skills - Studies in India:

Professional skills, so quite the original receipt with astonishing speed has almost become a catch word. As with previous surveys are scarce in this investigation can not put a lot of research here, at this point.

Kaul, S. (1977) studied "personality factors, values and interests among the most accepted and least accepted Male high school teacher from Mathura district. The main objectives of the study were - (a) construct a teacher Acceptance scale; (B) identify the personality factors that distinguish the most accepted and allowed teachers to low-level secondary school; (C) identify the values that differentiated most teachers accepted from teachers who were less accepted (d) study different interests than most teachers at least accepted the teachers accepted (e) to interpret and analyze. Personality factors, value and interest, which are not common in most of the teachers agreed and less accepted the findings of the study were: (1) group rated more outgoingness acceptance. Reservedness promoted acceptance by the group. Acceptance Intelligence Group promoted. Assertiveness acceptance noted. The more conscious, softer and spirit like were better accepted by their classmates;. (2) Craft noted the continued acceptance of Interest in the fine arts, science, medicine, agriculture, outdoors, sports, literatu

About the Author

* N.V.S.Suryanarayana, M.Sc (Chem)., M.Sc (Geo)., M.A (Eng)., M.A (Phil)., M.A (CC&E)., PGDCA., PGDEPM., PGDIPM., CFA., CPFN., CIG., C.Yoga&Con;., M.Ed., M.Phil. (Ph.D).
Teacing Associate, Department of Education, Andhra University Campus, Vizianagaram.

** Goteti Himabindu, M.A(Pol.)., M.Li.Sc., M.A (Edn.)., B.Ed., M.Phil., (Ph.D).
Teaching Associate, Department of Politics., Andhra University Campus, Vizianagaram.