Creativity in 21st-century education

Newton, Lynn D.; Newton, Douglas P.

doi:10.1007/s11125-014-9322-1

Cited by 74 publications

(50 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although creativity is commonly associated with arts subjects such as drama and music, it may also apply to other areas and disciplines (NACCCE, 1999;Newton, D., 2012a;Newton, L. & Beverton, 2012;Newton, L. & Newton, D., 2014) where imagination and originality are involved (Fisher, 2005). Creativity is polymorphic, and its attributes may vary according to the disciplines (Newton, D. 2012b(Newton, D. , 2012cNewton & Waugh, 2012;Newton, L. & Newton, D., 2014).…”

Section: Creativity In English and Efl Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Wang

Kokotsaki

2018

Thinking Skills and Creativity

View full text Add to dashboard Cite

2018) 'Primary school teachers' conceptions of creativity in teaching English as a foreign language (EFL) in China. ', Thinking skills and creativity., Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractTeachers' crucial role in realising creativity within their subject and providing more opportunities to foster creative abilities in pupils have been widely recognised. However, few studies have focused on what constitutes creativity in a particular subject such as English. This research explored teachers' conceptions of creativity in primary EFL classroom, with a particular focus on the Chinese context. Questionnaires and interviews were conducted to explore how EFL teachers conceptualised creati vity in their practice using the phenomenographical approach to categorise teachers' conceptions. The findings showed that most of the teachers valued creativity in EFL, and regarded fostering creative thoughts as being important for personal development as well as effective EFL learning.Teachers' conceptions of creativity in EFL were categorised into creative products, cognitive development, creative teaching approaches and freedom in choice and expression. Favoured approaches to facilitate creative teaching included the use of art forms and playful activities, and the establishment of a stimulating classroom environment for creative ideas. However, some teachers tended to have limited conceptions and were uncertain about the relationship between creativity and foreign language learning.Challenges included an overcrowded curriculum, limited teaching time, exam pressures and a social and cultural context characterized by lack of support. The findings are discussed in terms of their educational implications.

show abstract

Section: Creativity In English and Efl Teachingmentioning

confidence: 99%

“…A supportive environment is required to encourage, nurture and value creativity (Sternberg, 2003;Newton, L. & Newton, D., 2014), and teacher education needs to be revisited to prepare teachers with knowledge and skills for creative teaching throughout the education system (Anderson-Patton, 2009).…”

mentioning

confidence: 99%

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Wang

Kokotsaki

2018

Thinking Skills and Creativity

View full text Add to dashboard Cite

show abstract

“…A pesar de avances en investigaciones sobre la promoción de la creatividad en el aula (Craft y cols., 2014;Henriksen, 2014;Meacham, 2014;Lewisa y Elaver, 2014;Adorjan y Friss, 2014;Newton y Newton, 2014), persiste en el ámbito de la educación un uso coloquial del término creatividad, en tanto se utiliza sin explicitar el sentido con que se hace. Con frecuencia se habla de promoción y desarrollo de creatividad sin explicitar cómo se evalúa que efectivamente la creatividad se promueva y/o desarrolle.…”

Section: Referentes Teóricosunclassified

Cualidades creativas promovidas en la formación de docentes

Giménez¹

2017

Inter-Cambios

View full text Add to dashboard Cite

Citación recomendada PIRIZ, Nazira (2017). «Cualidades creativas promovidas en la formación de docentes» En: InterCambios, Vol. 4, nº1. ResumenEn las últimas décadas, la creatividad ha tomado jerarquía en la educación a nivel mundial. Acorde Creative qualities promoted in teacher training 1 La finalización de la tesis doctoral que dio lugar a este trabajo se realizó con el apoyo del Ministerio de Educación y Cultura, mediante la adjudicación de una beca Carlos Quijano.

show abstract

“…Tanto a nivel internacional como regional y nacional, en ámbitos académicos como políticos, se reconoce desde hace varias décadas la necesidad de formar docentes y personas creativas, así como la necesidad de implementar acciones concretas en tal sentido (Tan, 2014;Cachia y cols., 2010;Soriano de Alencar, 2007;Villegas-Reimers, 1998;Rebollo y Soubirón, 2014;Vaillant, 2001). A pesar de avances en investigaciones sobre la promoción de la creatividad en el aula (Craft y cols., 2014;Henriksen, 2014;Meacham, 2014;Lewisa y Elaver, 2014;Adorjan y Friss, 2014;Newton y Newton, 2014), persiste en el ámbito de la educación un uso coloquial del término creatividad, en tanto se utiliza sin explicitar el sentido con que se hace. Con frecuencia se habla de promoción y desarrollo de creatividad sin explicitar cómo se evalúa que efectivamente la creatividad se promueva y/o desarrolle.…”

Section: Referentes Teóricosunclassified