<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Beyzanur Aslan</style></author><author><style face="normal" font="default" size="100%">Murat İnce</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ CREATIVE THINKING TENDENCIES AND THEIR CREATIVITY-FOSTERING CLASSROOM PRACTICES IN STEM EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">creativity-fostering behaviors</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher characteristics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4604138</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examined the link between teachers’ creative thinking tendencies and their creativity-fostering classroom practices in the context of STEM education. Employing a correlational research design, data were collected from 338 in-service teachers actively integrating STEM approaches into their instruction. Two standardized instruments were used: the Marmara Creative Thinking Tendencies Scale and the Creativity-Fostering Teacher Behavior Index. Descriptive statistics and inferential analyses (t-tests and one-way ANOVA) were conducted to examine group differences based on gender, subject area, and participation in training programs. Findings revealed no significant gender or subject-area differences in creative thinking tendencies; however, teachers who had participated in multiple training programs exhibited significantly higher scores. In contrast, female teachers demonstrated significantly higher creativity-fostering behaviors than male teachers, and preschool teachers outperformed ICT teachers in these behaviors. No significant differences were found regarding participation in STEM training programs and creativity-fostering behaviors. The findings underscore the nuanced role of teacher characteristics in promoting creativity within STEM education and suggest implications for professional development and educational design.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">461-479</style></section></record></records></xml>