A Suggested Training Program in Divergent Thinking Strategies to Develop Creative Teaching Skills of Pre-service Mathematics Teachers

The current research aimed to recognize the effectiveness of a suggested training program based on divergent thinking strategies to develop creative teaching skills among pre-service mathematics teachers. To achieve this objective, the following measurement instruments were prepared: ( a test to assess the cognitive aspect of creative teaching skills and an observation check list to evaluate the performance aspect of creative teaching skills). As for the educational materials, they were represented in: (1) A teacher’s guide for implementing the suggested training program based on divergent thinking strategies, and (2) A student-teacher book.
The research used the quasi-experimental approach with two groups: a control group and an experimental group. The research sample was selected from fourth-year student teachers specializing in mathematics at the Faculty of Education, Minia University. This sample consisted of 68 student teachers in the academic year (2024/2025), and they were divided into two groups as follows:
o The Control group: It consisted of (32) student teachers who did not receive training.
o The Experimental group: It consisted of (36) student teachers who were trained using the suggested training program.
The results showed the effectiveness of the suggested training program based on divergent thinking strategies in developing creative teaching skills and among pre-service mathematics teachers.