Abstract
This study aimed to analyze the creative experiences of early childhood pre-service teachers enrolled in a semester-long course designed to enhance their creative potential through experiential projects. Using a qualitative research design, this study explored the subjective experiences of 16 pre-service teachers, aged 21 to 23-years-old, who participated in a 14-week course focused on integrating creativity into early childhood education. Data were collected through weekly reflections, project reports, and multimedia documentation, capturing each pre-service teacher's creative journey. The findings revealed four key themes which characterized the pre-service teachers’ creative experiences: (1) learning a new skill, (2) expressing creativity and experiencing a sense of accomplishment, (3) overcoming challenges related to fear and insecurity, and (4) achieving personal fulfillment and professional growth. These open-ended projects fostered an environment where the pre-service teachers could take risks, embrace failure, and reflect on their development, building essential skills such as problem-solving, creative confidence, and resilience. This approach equipped pre-service teachers with the skills and mindset necessary to foster creativity in their future classrooms, supporting both their personal and professional growth.
Document Type
Journal Article
Date of Publication
3-1-2026
Volume
59
Publication Title
Thinking Skills and Creativity
Publisher
Elsevier
School
School of Education
RAS ID
84288
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Sevimli-Celik, S., & Güvelioglu, E. (2025). From comfort zone to growth zone: Experiential projects as catalysts for creativity in pre-service teachers. Thinking Skills and Creativity, 59, 101994. https://doi.org/10.1016/j.tsc.2025.101994