In this chapter, we argue for a new vision for teacher professional learning based on the diverse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and preferable) to expand improvements to teacher education and professional development beyond neoliberal notions of “workplace readiness” and toward an environmental, ecological, sustainable education for lives worth living. This creative ecological approach considers the entire context and community of various stakeholders.Applying a case study approach, we analyze teachers’ published assignments in a blended in-service teacher education course entitled “Everyday Creativity.” We take an applied Discourse Analytic perspective and devote special attention to narratives. We argue that teachers’ self-reflective course assignments, as well as their reports on their experimental and exploratory follow-up projects, can be considered narratives through which they discursively reconstruct not only their professional identities but also their perceptions of creativity in their whole-school ecologies.Based on the theoretical framework and case study, we define everyday creativity as a manifestation of real-world learning which gives a rhizomatic understanding of how diverse creativities intra-act and are embedded within the creative ecologies of school. Finally, we indicate the potential of the concept in the renewal of education in general and teacher education in particular.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.