Search results for: Baker Fiona S.
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Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education
The purpose of this study was to explore conceptions held by student teachers of creativity and to examine conceptual changes they experience during a series of workshops informed by the Conceptual Change Model. The findings reveal that during the course of the workshops, the participants changed their vision of their role as teachers from managers who deliver the curriculum and assess it, to observers and facilitators of learning who are interested in creatively engaging children. Furthermore, by the end of the workshops, participants reported being comfortable working with creativity and felt they could benefit the school by bridging a perceived gap in readiness to teach for creativity.
Updated: Sep. 17, 2014