Exploring epistemic emotions in creative teacher training

Valdivia-Yábar S.V. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-1222

Resumen

Introduction: Emotions are crucial in creativity, influencing thinking, problem-solving, and the generation of innovative ideas, but few studies address epistemic emotions derived from cognitive activities. This research evaluates the extent to which future teachers experience epistemic emotions during their participation in two creativity techniques. Methodology: A mixed-method approach and an action research design were adopted in an optional creativity module with ten students. The techniques used were World Café and Land Art. Data were collected through personal journals and questionnaires. Results: Quantitative analyses showed significant differences in the intensity of epistemic emotions depending on the technique used. Positive emotions such as curiosity/interest and enthusiasm predominated, with surprise to a lesser extent. Qualitative data supported these findings. Discussions: The results align with research on the importance of positive emotions in creativity and highlight the relevance of surprise in creative contexts. They show that initial negative emotions can transform into positive ones during the creative process. Conclusions: Promoting creativity in teacher training is essential as it fosters emotions that facilitate learning. Including creativity modules and training educators would maximize their educational impact.

Instituciones: Universidad Nacional del Altiplano