Views of elementary school teachers about innovative thinking skill

This study was created to investigate perspectives of elementary school teachers on creative thinking abilities using the qualitative descriptive research approach. 54 elementary school teachers from various parts of Turkey who were chosen using the maximum diversity sample approach made up the study group. A semi-structured interview form that the researcher devised was used to gather research data. The interviews took either over the phone or in person. Data analysis was done using the content analysis method. The results show that elementary school teachers characterize innovative thinking as coming up with new ideas or products, being open to change, and adjusting to change. They also define innovative thinking skills as creativity, adaptation, exploration, relevance, and originality. Elementary school teachers typically assess their students' innovative thinking abilities by pointing out the connections between creative thinking and other skills. Teachers most frequently need to be able to think creatively when faced with a crisis, when an issue needs to be solved, when using technology, and when designing and producing anything. Many of the elementary school teachers who took part in the study said that their work environment fosters innovative thinking and that as they get more expertise in the field, so does their ability to think creatively. Teachers reported that administrators, hardware and infrastructure shortcomings, parental attitudes, and financial hardships are the main things impeding the development of these talents. Teachers most frequently use role-playing, research, inquiry, debate, and project preparation to help students acquire this skill. Given the research findings, it is advised that professional development seminars and training sessions be held so that educators may better grasp innovative thinking skills and how to incorporate them into their teachers. Keywords: Innovative Thinking, Elementary School Teacher, Skill