Abstract
<p>Creativity is considered one of the most important skills of the 21st century. For this reason, an increasing emphasis has been placed on incorporating teaching for creativity into educational curricula at all levels. However, teaching for creativity is no simple task. Among the individual factors hindering teachers, limited knowledge of creativity might play a key role. In the present study, we examined creativity knowledge (measured as the endorsement of creativity myths vs facts) in a sample of 233 Italian teachers (Mage = 42.32 years; SDage = 8.73; 204 females). We investigated differences between pre-service and in-service teachers, finding that in-service teachers reported higher endorsement of creativity myths, but also higher teaching for creativity self-efficacy. Finally, we tested whether knowledge about creativity was associated with teaching self-efficacy and beliefs in student creative potential. Regression analyses showed that endorsement of facts was positively associated with teaching self-efficacy. These findings highlight the importance of fostering creativity knowledge among teachers and equipping them with the skills and competencies needed to integrate teaching for creativity into their instructional practices effectively.</p>