Despite creativity's many benefits and positive outcomes, there are still both explicit and implicit teacher biases against creative students. We argue that teachers do not dislike creativity but rather dislike inappropriate creativity that can come from students at poorly chosen times. After reviewing the literature on metacognition and creativity, we propose the adapted construct of creative metacognition (CMC), a combination of self-knowledge (knowing one's own creative strengths and limitations) and contextual knowledge (knowing when, where, how, and why to be creative). We end with ways that teachers can raise students' CMC.
- creative development
- implicit biases
ASJC Scopus subject areas
- Developmental and Educational Psychology