Training future teachers in creativity is a priority for the 21st century (OCEDE, 2018). In this context, our study focuses on the development of creativity in pre-service teachers at the kindergarten (cycle 1) and primary (cycle 2) levels. Also, we are interested in the presumed gap within two training profiles (cycle 1 and cycle 2) at the University of Teacher Education of Canton Vaud (Hereafter HEPL). This research questions the gap between the profile of the creative personality and the conception of creative practices in teaching.

In this exploratory quantitative questionnaire study, the sample was composed of 180 participants aged 19 to 56 years (M=24 years, 86% female). Their perceived creativity was measured through the Short Scale of Creative Self test (Karwowski, Lebuda, Wisniewska & Gralewski,.2013, Karwowski, 2016). Their creative teaching was obtained through the teaching creativity test (not yet found the test). The results presented in this poster are from pre- and post-passages of a module dealing with creativity in the fall 2023 semester.

The mean obtained on the SSCS pretest dealing with the creative self is around 3.47 (range =0.25) with a significant difference between male/female means of +0.13 (P=0.05). Regarding the creative identity of our population, the mean is 3.51 (Mm: 3.12, Mf:3.58). Self-efficacy was 3.45 with an inverse trend between men and women (Mh: 3.12, Mf:3.58). Finally, their practices of creativity in their teaching from the teaching creativity test amount to 4.60 (deviation = 0.37).

The first results indicate that self-perception as well as creative self-identity is more important in females than males while creative self-efficacy reverses between genders. From the perspective of creative teaching, the initial data indicate that one out of two students consider practising this type of teaching. The collection of post-tests and their analysis will shed more light on these first elements.