Examining Creativity Profiles among Pre-Service Elementary Teachers: Implications for Future-Oriented Teacher Education

Background Creativity represents a fundamental competency for 21st-century educators, particularly elementary teachers who shape foundational learning experiences. However, empirical characterization of creativity profiles among Indonesian pre-service elementary teachers remains limited, impeding the development of future-oriented teacher education programs. This study examines creativity dimensions—fluency, flexibility, and originality—among pre-service elementary teachers to inform pedagogical innovations in teacher preparation. Methods A cross-sectional quantitative study was conducted with 112 pre-service elementary teachers enrolled in Indonesian teacher education programs. Creativity was assessed using a validated instrument measuring three dimensions: fluency (idea generation capacity, 0–30 points), flexibility (perspectival diversity, 0–30 points), and originality (idea uniqueness, 0–30 points), yielding total creativity scores (0–90 points). Data were analyzed using descriptive statistics, categorical distribution analysis, and dimensional profiling. Results Mean creativity scores revealed differential dimensional development: fluency (M = 20.75, SD = 3.68), flexibility (M = 15.29, SD = 3.82), and originality (M = 13.46, SD = 3.76), with overall creativity M = 49.50 (SD = 11.18). Categorical distribution indicated 28.57% demonstrated low creativity capacity, 46.43% moderate, and 25% high capacity. Dimensional analysis revealed significant challenges: 50% exhibited low originality (unique idea generation), 48.21% demonstrated limited flexibility (single-perspective thinking), while only 23.21% showed low fluency. The descending pattern across dimensions (fluency > flexibility > originality) suggests systematic developmental gaps in higher-order creative thinking processes. Conclusions Pre-service elementary teachers demonstrate heterogeneous creativity profiles with particular deficits in originality and flexibility—dimensions critical for innovative pedagogy and adaptive teaching. These findings underscore the necessity for future-oriented teacher education programs that systematically cultivate creative thinking through divergent problem-solving, perspective-taking activities, and innovation-focused pedagogies. Implications extend to curriculum design, instructional strategies, and assessment frameworks in elementary teacher preparation programs seeking to prepare educators capable of fostering creativity in 21st-century learners.