Creative Teachers: Risk, Responsibility, and Love

Anderson, Douglas

doi:10.1177/002205740218300104

Cited by 38 publications

(22 citation statements)

References 1 publication

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“…All the course participants took part in the data collection, both through a focus group conversation that met twice and through their written final summary reflection, which was labeled: "view from above." The authors categorized the data into seven main themes while analyzing the final assignment concerning the STs' perception of the course's contribution: (1) emotional regulation, (2) creative and flexible thinking, (3) the group invitation to learning, (4) multiple internal reality-visiting the students' world, (5) personal development, (6) moderator responsibility, and (7) introduction to future situations; see Table 4 for quotes. Table 4.…”

Section: Observers' Reflectionsmentioning

confidence: 99%

“…Creative teaching was often labeled in educational research as effective teaching [6,7]. Torrance [8] noted that creative teachers are also effective teachers because they are willing to experience new approaches and ideas that vary from traditional educational beliefs, to improve practice.…”

Section: Introductionmentioning

confidence: 99%

“…Torrance [8] noted that creative teachers are also effective teachers because they are willing to experience new approaches and ideas that vary from traditional educational beliefs, to improve practice. In addition, Anderson [6] stated that creative teachers are willing to confront both success and failure in the interest of teaching better. According to teachers' perceptions, the promotion of student autonomy and self-confidence may be the most valued aspect for defining a creative teacher [9].…”

Section: Introductionmentioning

confidence: 99%

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Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

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Section: Observers' Reflectionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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“…Thus, for developing innovative IT, educational training should focus on creativity [4]. Educational environment and method are vital for training students or employees to develop creativity [5].…”

Section: Introductionmentioning

confidence: 99%

Student Team Creativity in Information System Development: Social Capital Perspective

Cheng

2013

JSW

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Creative teams can help software companies to grow and to obtain advantage. It is important for contemporary educational units to increase student team creativity in information system development and provide training for student teams to product creative results. A survey design was selected to collect data and test the proposed model. Thirty-six teams (204 students) enrolling in an information system department project training course that required three semesters of project-based lessons were investigated. To test our specific hypotheses, Partial least squares method was used. This study analyzes the creativity of student teams participating in an information system development project and examines antecedents of their creativity. The results find structural and relational capital positively influence knowledge sharing. Cognitive capital negatively influences knowledge sharing. And knowledge sharing positively affects team creativity. This study also demonstrates that knowledge sharing significantly mediates the effect of social capital on team creativity. Whilst this study explores issues in team creativity for information systems development student teams, some suggestions are made for educational designers using similar activities in other disciplines. Educational designers should define clear work processes for information system development student teams establish explicit functional role and division of labor for team members, and design information system development activities/tasks that require interactions among team members.

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“…While empirical evidence for incorporating risktaking training in professional development programs may be lacking, the assumption that risk taking is a vital component of teaching should be present in professional development literature (Anderson, 2002 In order for risk taking and innovation to take place in the classroom, the school climate must support the characteristics that foster risk taking and innovation (Clifford, 1991;Robbins, Brown, Osburn, Patterson, Prouty, & Swicegood, 1991;Ponticell, 2003). In one of the few studies on school climate, risk taking and curriculum innovation, Littledyke (1997) Risk Taking, Self-Efficacy, and Innovation…”

Section: Risk Taking and Teacher Professional Developmentmentioning

confidence: 99%

Teaching efficacy, innovation, school culture and teacher risk taking.

Taylor¹

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whose life long drive to learn and explore have instilled in me a desire to follow in their footsteps.I hope that my children will do the same. The HLM analyses were consistent with the analyses of risk performed by OLS regression analyses. At the individual level, the teacher's perception of environment and efficacy were both positively associated with risk. At the school level, the means on efficacy and environment were both positively associated with risk. The school average in years teaching was inversely related to risk.In addition, schools with a relatively higher proportion of non-white teachers were those with higher mean scores on risk.

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Creative Teachers: Risk, Responsibility, and Love

Cited by 38 publications

References 1 publication

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Student Team Creativity in Information System Development: Social Capital Perspective

Teaching efficacy, innovation, school culture and teacher risk taking.

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