CREDMUS Project: Focus Group Data on Creativity from Six Catalan Universities

This dataset contains the transcripts and anonymized records of six institutional focus groups conducted in the Catalan language within the CREDMUS project (Creativity in Music Teacher Education). The project investigated how creativity is conceptualized, fostered, and challenged in the preparation of future primary school teachers through music education at Catalan universities.

The underlying research hypothesis was that, although creativity is widely recognized as an essential competence in teacher education, its implementation in higher education music programmes is shaped by diverse pedagogical beliefs, institutional conditions, and contextual constraints. To explore this, focus groups were organized with university lecturers in music education from six Catalan universities, representing public, private, and semi-private institutions. Each focus group discussed experiences, practices, and challenges related to creativity in teacher education. Discussions were guided by two project-developed glossaries addressing the complementary concepts of creative teaching and teaching for creativity.

The data consist of verbatim transcripts and session records that can be used for qualitative thematic analysis, discourse analysis, or comparative institutional studies. The transcripts reveal recurring themes and pedagogical tensions concerning: (1) structure versus openness in teaching approaches; (2) prior musical knowledge versus exploratory learning; (3) safety versus risk-taking in creative processes; (4) disciplinarity versus interdisciplinarity; and (5) process-oriented versus outcome-oriented assessment.

Notable findings include widespread recognition of the importance of supportive classroom climates, uncertainty management, and flexible pedagogical design, alongside structural barriers such as limited time, assessment pressures, and inconsistent curricular expectations. The data suggest that creativity in teacher education is less a fixed method than a negotiated and context-dependent pedagogical process.

All personal identifiers have been removed to ensure confidentiality. The dataset may be used by researchers interested in creativity studies, music education, teacher education, higher education pedagogy, or qualitative comparative research. Knowledge of Catalan is required for direct analysis of the original transcripts, although automated translation tools may facilitate secondary use.

本数据集包含CREDMUS项目（音乐教师教育中的创造力，Creativity in Music Teacher Education）项下，以加泰罗尼亚语开展的6次机构焦点小组访谈的逐字转录稿与匿名化记录。本项目旨在探究，加泰罗尼亚地区的高校如何通过音乐教育，在未来小学教师的培养过程中，对创造力进行概念界定、培育，并应对其面临的挑战。

本研究的核心假设为：尽管创造力被广泛视为教师教育中的必备素养，但在高等教育音乐课程中的落地实施，会受到多元教学信念、机构条件与情境约束的共同塑造。

为探究该问题，研究团队邀请了加泰罗尼亚地区6所高校（涵盖公立、私立与半私立院校）的音乐教育专业大学讲师，开展焦点小组访谈。每组焦点小组均围绕教师教育中与创造力相关的实践经历、教学活动及挑战展开讨论，讨论由项目组自研的两部术语表引导，这两部术语表聚焦于「创造性教学」与「为创造力而教」这一对互补性概念。

本数据集包含逐字转录稿与访谈会话记录，可用于质性主题分析、话语分析或比较制度研究。转录稿中呈现了多组反复出现的主题与教学张力，具体包括：(1) 教学方法中的结构化与开放性之争；(2) 既往音乐知识储备与探究式学习的平衡问题；(3) 创造性过程中的安全感与冒险尝试之辩；(4) 学科性与跨学科性的取舍；(5) 过程性评价与结果性评价的差异。

主要研究发现包括：学界普遍认可支持性课堂氛围、不确定性管理与灵活教学设计的重要性，同时也存在诸多结构性障碍，如课时有限、评价压力大以及课程期望不一致等。

本数据集的相关数据表明，教师教育中的创造力培育并非一套固定的方法，而是一个协商式的、依赖于具体情境的教学过程。

为保障保密性，所有个人身份标识均已移除。本数据集可供关注创造力研究、音乐教育、教师教育、高等教育教学法或质性比较研究的研究人员使用。若要直接分析原始转录稿，需掌握加泰罗尼亚语；不过自动化翻译工具可辅助其开展二次分析。