Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives

Along with the increasing global emphasis on creativity, creative teaching has become an issue of concern for a large number of researchers. This study addresses this issue by exploring the belief of Hong Kong teachers on creative teaching. The research results obtained through qualitative approach show that the beliefs of Hong Kong teachers about creative teaching cover process and product dimensions. The informants can be grouped into five categories with reference to their various preferences. The evidence shows that a part of the beliefs of Hong Kong teachers is aligned with ideal theoretical framework advanced by scholars. The deficiency and problems in the belief of teachers in creative teaching are also discussed in this paper.