Analyzing Dimensions of Teacher Creativity Skills in Philosophy for Teachers from the Perspective of p4c facilitators.

The purpose of this study was to analyze the dimensions of teacher creativity in philosophy for teachers from the perspective of p4c implementers, which was done by descriptive-survey method. The statistical population of the study included all students, teachers and professors active in the field of philosophy for children in Tehran universities, 143 of whom were selected using the Cochran's formula and cluster random sampling and their views on the dimensions of teacher creativity in The philosophy program for teachers was reviewed. A researcher-made questionnaire based on research background is one of the most important tools. The data of this research is collected and its validity was confirmed by professors and experts in this field with a figure of 81 Also, in order to check the reliability, this questionnaire was given to some facilitators and the number 91was obtained, which was an acceptable number. However, to complete the research process, the interview method was used and in order to analyze the research data, analysis A factor was exploited. The results showed that the dimensions of teachers' creativity in the philosophy program for teachers or (p4T) are classified into five dimensions. The first factor is 11.90% of the variance. The motivational dimension was teacher creativity and in general the first factor with other factors such as cognitive, social, emotional and personality explained 51.88% of the variance. motivational dimension was teacher creativity and the first factor together with other factors such as cognitive, social, emotional and personality explained 51.08% of the variance.