Flexibility, Constraints and Creativity: Cultivating Creativity in Teacher Education

Davis, Susan

doi:10.1007/978-3-319-96725-7_15

Cited by 3 publications

(1 citation statement)

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“…Given the repeated emphasis in research literature about the importance of practical learning for pre-service teachers (Alter et al, 2009;Cutcher & Cook, 2016) it is therefore identified that authentic and praxis-focused assessment in the arts should be considered in order to provide students with a practical foundation for future classroom learning. This is supported by previous research showing that creative learning has found to be effectively promoted in online contexts when mandated through productive and flexible constraints in assessment (Allen et al, 2014;Davis, 2018). Importantly, a number of pedagogical innovations were revealed through this study; in particular, engaging students in arts praxis through creative live tutorial activities or ubiquitous technologies that permitted sharing and collaboration.…”

Section: Discussionsupporting

confidence: 80%

“How can the creative arts possibly be taught online?” Perspectives and experiences of online educators in Australian higher education

Burke

2020

Asia-Pacific Journal of Teacher Education

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Many universities in Australia and internationally now offer education degrees entirely online, without any requirement for face-to-face learning on university campuses. The transition to online learning has occurred rapidly, and has had particularly strong uptake in Initial Teacher Education. This paper examines the perspectives and experiences of eight academics in Australian higher education who teach creative arts courses to pre-service teachers via online modes of delivery. Research indicates that insufficient opportunities have existed for some time in adequately providing opportunities to pre-service teachers to develop the arts teaching and learning skills, and these concerns are potentially compounded in online contexts which do not readily permit the interpersonal, kinaesthetic and collaborative engagement with arts-specific materials and processes that are usually central to creative arts learning. Using in-depth interviews and thematic analysis, the researcher sought to understand the individual perspectives and experiences of arts academics who now deliver creative arts learning in teacher education online. The research reveals that arts learning must be significantly reimagined for the online learner, that the potential to do this can be realised, but that additional support will be required to ensure this is a consistent reality.

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Section: Discussionsupporting

confidence: 80%