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This study investigates the creative self-efficacy (CSE) of 213 Spanish pre-service teachers in science education, revealing that while they perceive themselves as creative, they often misidentify non-creative activities as creative and exhibit low inquiry skills. The findings indicate no significant correlation between their self-perception and actual performance in creative tasks, highlighting the need for improved training in creativity within teacher education programs. Additionally, prior science train

Author

pimentasaras

Language

EN