Journal of Modern Education Review, ISSN 2155-7993, USA December 2017, Volume 7, No. 12, pp. 883–893 Doi: 10.15341/jmer(2155-7993)/12.07.2017/007  Academic Star Publishing Company, 2017 http://www.academicstar.us 883 Enhancing Creative Thinking and Innovation among Trainee Teachers during Game Project Malathi Balakrishnan 1 , Cheng Lee Ooi 2 , Chander Vengadasalam 3 , Evelyn Gnanam William George 3 (1. Institute of Teacher Education Malaysia, International Language Campus, Malaysia 2. Bayas Primary School, Pulau Langkawi, Kedah, Malayisa; 3. Institute of Teacher Education Malaysia, Technical Education Campus, Malaysia) Abstract: The purpose of the study is to explore trainee teachers’ creative thinking and innovation during physical education game projects. It was conducted in one of the Teacher Training Institutes in Malaysia for duration of four weeks. Thirty-six trainee teachers in twelve groups participated in this study. Qualitative research method was adopted as the researchers observed the participants’ creative thinking and innovation process during games project. Data were collected from observational checklist, reflective journal writing and semi structured focus group interview transcriptions. All the qualitative data were later analyzed with Nvivo data analysis process. The proposed game projects and innovation process enables trainee teachers to develop creative thinking skill. Data revealed themes like decision-making, problem solving, creativity and teamwork. Kangas’s (2010) Creative and Playful Learning Process Model were utilized in this study. The finding showed that trainee teachers’ creative thinking skill enhanced during the game inventing innovation process. Therefore Teacher Training Institute will have more success using innovative games project to enhance creative thinking skill among physical education trainee teachers. Key words: creative thinking, innovation, trainee teacher, games 1. Introduction Education organization is moving towards creative schools, which emphasizes on creative learning environment (Davies, Jindal-Snape, Collier, Digby, Hay & Howe, 2013). Education is the basis for economic knowledge and growth through cultivating creative and innovative citizens as affirmed by many countries (Stables, 2009), which has advanced from traditional education (Sawyer, 2006). “The flourishing attention on creativity and its promotion in schools motivated many researchers to examine implicit and explicit theories to understand creativity” (Saracho, 2012). The teachers’ implicit theories on creativity are refers to get the teachers’ view, beliefs, or conceptions on creativity (Andiliou & Murphy, 2010; Kampylis , Berki & Saariluoma, 2009; Tin, Manara & Ragawanti, 2010). While, explicit theories on creativity are focused on researchers’ empirical studies that contribute to creativity knowledge in schools (Babalis, Xanthakou, Kaila & Stavrou, 2012; Davies et al., 2013; Malathi Balakrishnan, Dr., Senior Lecturer, Physical and Health Education Unit, Department of Science Cognitive, Institute of Teacher Education Malaysia, International Languiages Campus; research areas/interests: teaching games for understanding, creativity and innovation. E-mail: malathibalakrishnan@ymail.com.