Nurturing Creativity and Professional Learning for 21st Century Education: ResponsiveDesign and the Cultural Landscapes Collaboratory

Córdova, Ralph A.; Kumpulainen, Kristiina; Hudson, Jeff

doi:10.36510/learnland.v6i1.580

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…Nurturing creativity and finding ways to support the creation of new collaborative practices suited to local contexts is important for organizational transformation and learning. This is the case in educational contexts and for teachers' professional learning to meet the challenges posed by the knowledge society and the fast-changing world of the 21st century (Córdova et al, 2012;Hakkarainen et al, 2013). Hence, in the current context of education and schools, supporting and enhancing students' and teachers' creativity is pivotal (Ellis, 2013;Miettinen, 2013).…”

Section: Introductionmentioning

confidence: 99%

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Hyrkkö

Kajamaa

2021

Palgrave Studies in Creativity and Culture

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Our chapter presents a case study of distributed creativity and expansive learning in the context of a teacher training school in Finland facing transformational needs due to a curriculum reform. We report on an analysis of a Change Laboratory (CL) process of six meetings involving a group of teachers, their headmaster and researchers. Drawing from sociocultural theories on creativity and the theory of expansive learning, we set out to explore how creative acts emerged during the CL and how the interactive creative process contributed to expansive learning. Our findings illustrate that the creative learning process was socio-materially mediated through the participants' discourse and tool use. The multiple consecutive creative acts, taken by the participants, generated "creative leaps", which contributed to expansive learning actions and the materialization of the process into creative products. Consequently, the creative process resulted in a new tangible artefact: a shared pedagogical leadership model and a new collective conceptualization of the leadership activity for the school community. Our findings point to the need to analyse creativity not purely as independent actions but also as collective activity. Our study offers a novel analytical method for analysing and conceptualizing processes of distributed creativity as a learning activity in organizations. Our study also contributes to the understanding of creativity as a distributed process intertwined with expansive learning.

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Section: Introductionmentioning

confidence: 99%

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Hyrkkö

Kajamaa

2021

Palgrave Studies in Creativity and Culture

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“…In the last five decades we have seen the field of professional development for teachers evolve and transform, shaped by epistemological shifts responding to the eras' dominant conceptual bases for what constitutes ongoing professional development and learning for teachers (Carter Andrews & Richmond, 2019, Darling-Hammond et al, 2017McDonald et al, 2013). In the present era, we find ourselves navigating an articulated terrain with various maps to guide us (Athans, 2022;Córdova et al, 2012;Darling-Hammond & Bransford, 2007;Nguyen, 2019). Whether it is Ball's "high-leverage teaching practices" (teachingworks.org) or the "durable practices" for professional development programs of Córdova et al (2015Córdova et al ( , 2016, all argue for the creation of intentional inquiry-driven learning communities centered around conceptually and pedagogically coherent practices.…”

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confidence: 99%

Intentionally Collaborating, Instructing, and Reflecting: Core Principles of Teaching Practice

Córdova,

Gamrath,

Colmaire

2023

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Emerging from the Covid-19 pandemic, a school’s teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic Perspective, Culture-in-the-Making, and The Over-Time Nature of Change: Periphery to Center. Through the analysis of three Telling Cases, the authors make visible how each of the three premises learned within the DOS setting affect student learning in the classroom setting.

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Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action

Córdova

Balcerzak

2015

Cult Stud of Sci Educ

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The authors of this study are teacher-researchers, the first is a university researcher and former third and fourth grade teacher, while the second author is a universitybased science educator. They report findings from a community-based study that Ralph, the first author, and his students conducted across two academic years (2001)(2002)(2003) in order to illustrate the ways in which the next generation science standards and learning progressions can be appropriated as social-constructed practices inside and outside of school. The authors argue that what constitutes science learning in school is not a 'state of grace' dictated by standards. Rather, becoming a scientist within a community of learners is a cultural phenomenon that teachers and students co-construct and as such teachers can approach the next generation science standards and learning progressions as opportunities to create intentional, disciplinary practice-based learning communities inside and outside of school.The language and vision of next generation science standards (NGSS), along with their learning progressions and cross-cutting concepts, provide new opportunities for conceptualizing how we approach science learning in K-12 settings. These standards develop students' development of disciplinary knowledge by having them acquire practices, discourses, and in developing habits of mind like those of adult members of those disciplines. This aspect

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Nurturing Creativity and Professional Learning for 21st Century Education: ResponsiveDesign and the Cultural Landscapes Collaboratory

Cited by 6 publications

References 19 publications

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Intentionally Collaborating, Instructing, and Reflecting: Core Principles of Teaching Practice

Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action

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