| Studied Qualities | Discursive elements in favor of creativity promotion | Exemplification of creativity promoting actions | Discursive elements in favor of creativity obstruction | Exemplification of obstructive actions |
| 1. Type of learning | The teacher is in favor of active learning, focused on the student | Promotes active learning, centered on the student | Values the passive role of the student and learning centered on content | Promotes the passive role of the student and centered on centent. (e.g. Te teacher gives lectures, students take notes) |
| 2. Information Management | Disapproves accumulation of information, manifesting himself in favor of its hierarchization | Prioritizes hierarchization of information and discourages memorization of information | In favor of rote learning and of the information accumulation | Stimulates rote learning and information accumulation |
| 3. Decision-making by students (autonomy) | In favor of decision taking by students | Stimulates decision taking by students and gives opportunities for that to happen | Does not value decision taking by students | Limits the decision taking by students |
| 4. Self-learning | Values metacognition and self evaluation | Stimulates metacognition and self evaluation | Does not manifest against metacognition and self evaluation by students | Does not stimulate metacognition nor self evaluation of the students |
| 5. Students’ self esteem | Worries about self esteem of the students | Stimulates self esteem of the students | Does not manifest to be worried about students’ self esteem | Does not stimulate students’ self esteem |
| 6. Value of discussion, problematization and critical thinking | Values discussion and problematization, as well as critical thinking | Promotes discussion, problematization and critical thinking | Does not value discussion, problematization nor critical thinking | Limits or penalizes discussion and problematization. Does not stimulate critical thinking. |
| 7. Divergent thinking | Values the divergent thinking promotion | Promotes divergent thinking | Does not value promotion of divergent thinking | Stimulates convergent thinking but not the divergent one. |
| 8. Team Work | Values team work | Stimulates team work | Does not value team work | Does not stimulate team work |
| 9. Professor’s Tolerance (Flexibility) | Suggests tolerance towards students’ proposals | Accepts students’ suggestions and convert them into actions | Rigid against students’ proposals, lack of flexibility, structured professor. | Intolerant. Does not allow students to make suggestions |
| 10. Teacher’s self-concept in relation to knowledge. | Does not consider himself/herself to be omniscient | Recognizes his/her own limitations and is always willing to learn from the students | The teacher considers himself omniscient | Does not recognize his/her limitations nor the possibility to learn from the students |
| 11. Innovation in teaching | In favor of innovation in teaching | Exemplifies innovative actions in his/her classes | Does not value innovation in teaching | Gives stereotyped classes without variations |