Abstract

This systematic literature review examines the relationship between creativity and preservice teachers in scientific publications from 2014 to 2024. Using the PRISMA methodology, 27 empirical articles were selected based on their relevance to the research focus. The study provides both a bibliometric overview of the field and a substantive analysis of existing knowledge. Key findings reveal significant dispersion within the field, a proliferation of diverse definitions of creativity, and limited attention to the specific characteristics of preservice teachers in the research. Four central themes emerged: beliefs about creativity, personal characteristics, the creative processes, and teaching for creativity. These themes highlight the fragmented yet evolving nature of the discourse. The paper underscores the necessity of more comprehensive research approaches that transcend methodological individualism and better capture the domain-specific nature of creativity in preservice teachers. By integrating these perspectives, the study aims to advance a more cohesive understanding of how creativity can be cultivated in teacher preparation.