A Review of Research on Creative Teachers in Higher Education

Ayob, Afida; Hussain, Aini; Majid, Rosadah Abdul

doi:10.5539/ies.v6n6p8

Cited by 33 publications

(23 citation statements)

References 19 publications

(14 reference statements)

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“…In CAT, judges need to enjoy reading the teaching designs given, appreciate them, accept them, and also be eager to remember them (judges needed to retain the many designs in their memory for their relative comparison). Unlike the arts, music, writing or design fields in which creativity is highly valued, the pursuit of creativity in teaching field is not common in Hong Kong or in other Asian regions (Ayob, Hussain, & Majid, ). According to a previous survey in Hong Kong (Cheng & Chan, ), most teachers in Hong Kong were still adhering to textbooks in their teaching, and did not frequently develop their own teaching designs.…”

Section: Discussionmentioning

confidence: 99%

Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Cheng

2015

Journal of Creative Behavior

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Creativity in teaching is a significant and complex construct. However, in the local educational context, creativity in teaching has received little attention. This study aimed to investigate the validity, practicality, and benefits of applying a modified consensual assessment technique (CAT) to assess creativity in teaching design. Four hundred and eighty-five written teaching designs were collected from 167 in-service and pre-service primary school teachers in Hong Kong. Instead of expert teachers, "supportive" peers, who had shown support, interest, and initiative in creative teaching were recruited as judges. A warm-up exercise, with no definition of creativity, was given to the judges before beginning their assessments. The results indicated overall consistency in the judges' assessments of creativity, and that creativity factor could be distinguished from pedagogical skills and other technical factors. Most of the peer judges reported personal gains in creative teaching by engaging in the assessment process. On average, each judge spent approximately only 2 minutes rating each written teaching design. The findings confirm that the modified CAT is a valid and economical assessment method with learning benefits for the judges. The special values and implications of using supportive peer judges in consensual assessment are further discussed.

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Section: Discussionmentioning

confidence: 99%

Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Cheng

2015

Journal of Creative Behavior

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“…Imagination is the way of developing effective action, cultivating the innovative problem-solving ability, and finally forming a sense of community ability [8]. Albert Einstein once said that "Imagination is more important than knowledge.…”

Section: B Imagination and Innovationmentioning

confidence: 99%

“…The skills of imagining can be acquired through learning. Based on the above information, we know that creativity stimulate our abilities of innovating and capabilities of facing the challenges in the future [8]- [10].…”

Section: B Imagination and Innovationmentioning

confidence: 99%

Assessment of Student Learning Attitudes toward CDIO-Based Course Design: A Case Study in Taiwan

Wang¹,

Lee²,

Chiu³

et al. 2017

IJIET

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Abstract-The purpose of this study is to investigate the application of "Conceive-Design-Implement-Operate" (CDIO) approach in the construction and engineering colleges in a private university in central Taiwan. The study wants to investigate students' creative thinking ability, problem-solving ability and their attitudes toward this "learning by doing" method. Students from the construction and engineering colleges were chosen to form interdisciplinary teams, and took interdisciplinary required courses, which are aimed to help students discover questions and find solutions through the process of stimulating students' imagination. After the courses, a 32-item questionnaire on a Likert scale was given to 150 students in both colleges to measure their learning attitude toward the CDIO-based courses. The results showed that students are more engaged and motivated in the courses, and they learn how to integrate feedback from their peers. Overall, students have positive attitudes toward the CDIO-based program and they are willing to take more relevant courses in the future.Index Terms-CDIO, creative thinking, learning attitude.

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“…One of the learning innovations that has the potential to empower students' thinking skills is Project-based Learning (PjBL) (Bell, 2010;Jensen, 2015;Rambely et al, 2013). PjBL implementation can stimulate students to be actively involved in the learning process (Movahedzadeh, Patwell, Rieker, & Gonzalez, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…PjBL also have an enormous potential to make learning experiences more interesting and meaningful for students (Jensen, 2015). PjBL is also considered to be one of the most promising models for empowering creative thinking skills (Isabekov & Sadyrova, 2018;Rambely et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Implementing project-based learning to enhance creative thinking skills on water pollution topic

Yamin

Permanasari

Redjeki

et al. 2020

JPBI

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The implementation of Project-based learning (PjBL) has been recognized as a recommended alternative learning to habituate students to solve their daily problems. This study aimed to describe students’ creative thinking skills (CTS) in water pollution topic using PjBL. The descriptive method was used in this study. The sample in this study were junior high school students in the Bandung City, Indonesia. The instruments used in this study were CTS test, peer assessment, and product creativity assessment rubric. The data gained were analysed using descriptive statistics analysis in terms of mean and percentage. The results showed that the mean test score of students' CTS was 89% (excellent category). The achievement of peer assessment indicators was 87%, while the performance of product creativity indicators was 88%. This study concluded that the implementation of PjBL in science learning could improve the CTS of junior high school students.

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A Review of Research on Creative Teachers in Higher Education

Cited by 33 publications

References 19 publications

Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Assessment of Student Learning Attitudes toward CDIO-Based Course Design: A Case Study in Taiwan

Implementing project-based learning to enhance creative thinking skills on water pollution topic

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