Search results for: Creativity
Page 1/2 15 items
Teacher education is a leading issue in education research, and creativity has been targeted as an important goal in teacher education. This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. The authors conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Mar. 15, 2021
The present case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. The qualitative data identified three themes of creative definitions as uniqueness, transformation and applicability. Additionally, two themes regarding the gains and obstacles of learning creative thinking as problem solving and beneficence, as well as routines and working experiences were determined.
Updated: Jun. 07, 2017
This article describes an online course, which was created for engaging in-service teachers in pedagogies and technologies associated with creativity, innovation, and invention; using a variety of technologies in a safe, open, and playful atmosphere to help practicing teachers develop their own creativity; and providing tools for the development of creativity in their own students. Data from this self-assessment were analyzed to measure whether the course activities increased participants’ scores for overall creativity and for eight components of creativity. The results indicated that participants did make a significant overall gain in creativity and in the component areas of Abstraction, Connection, Perspective, and Boldness.
Updated: Feb. 01, 2017
Framing Pre-service Teachers’ Professional Learning Using Web2.0 Tools: Positioning Pre-service Teachers as Agents of Cultural and Technological Change
This paper addresses key issues in pre-service teachers’ professional learning. The argument explores pre-service teachers’ learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies.
Updated: Sep. 04, 2016
This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity.
Updated: Oct. 13, 2015
The author argues that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. The article begins by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity. Indeed it is so complex that it is not something that can be learnt in advance of experience. However, the author claims that experience is not enough on its own. To become excellent requires a career-long commitment to self-cultivation as teachers.
Updated: Oct. 21, 2014
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
This article introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. As a theoretical point of departure, this article will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning.
Updated: Jul. 23, 2014
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013
The current study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. Findings indicate that the vast majority of preservice teachers valued creative thinking. However, they voiced concerns over their own unclear understandings of how to support children's creative endeavors in complex classroom environments.
Updated: Nov. 28, 2012