Responding to Cultural Diversity and Citizenship

Copeland, Pam; Bowden, Des

doi:10.4324/9781315453736-32

Cited by 2 publications

(3 citation statements)

References 3 publications

(4 reference statements)

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“…Nonetheless, the narrow and limited understanding of creativity in the research points out to the need to stress creativity in teacher education and training (Hodges, 2005;Vass, 2007;Howell, 2008;Anderson-Patton, 2009;Newton, L. & Beverton, 2012). Teachers need to realise that 'creativity is not mysterious, elitist or inaccessible' (Simmons & Thompson, 2008, p.606), and they can adopt elements of creativity when acting as a facilitator in their teaching (Fisher, 2005;Cremin & Barnes, 2014). Meanwhile, teacher training needs to better prepare teachers with appropriate conceptions of creativity, as well as knowledge, skills and positive attitudes for development of creative abilities in the classroom (Howell, 2008;Newton, D., 2012b).…”

Section: Discussionmentioning

confidence: 99%

“…Students are required to 'be active, to question, inquire and manipulate old and new ideas' (Ostojić, 1975, p. 310), and create new ideas based on the knowledge they already have (Ostojić, 1975). In addition, it is important to note that creative teaching and learning does not contradict the notion of knowledge acquisition (Cremin & Barnes, 2014). Rather, it 'involves teaching the subjects in creative contexts that explicitly invite learners to engage imaginatively and that stretch their generative, evaluative and collaborative capacities' (Cremin & Barnes, 2014, p.467).…”

Section: Creativity In English and Efl Teachingmentioning

confidence: 99%

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

Wang

Kokotsaki

2018

Thinking Skills and Creativity

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Creativity In English and Efl Teachingmentioning

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

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“…an agency-oriented ethos, multimodal methodologies, exploration and discovery, risk-taking, tolerance of ambiguity and uncertainty and safe and non-judgemental environments. In this line, Sawyer [31] considers the possibility to try before getting it right and the use of failure as a positive learning factor.…”

Section: Creative Pedagogiesmentioning

confidence: 99%

Strategies for Digital Creative Pedagogies in Today’s Education

Barajas¹,

Frossard²,

Trifonova³

2019

Active Learning - Beyond the Future

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Creativity and digital technologies are considered to be central for success and development in the current society, becoming crucial educational objectives worldwide. Nevertheless, education often fails to keep pace with creative and digital economies; this is mainly because teachers are not prepared for adopting pedagogical strategies that foster creativity or for fully exploiting the educational potential of digital technologies. Based on the seminal theories of creativity, we propose an innovative framework for applying creative teaching practices mediated by digital technologies: in the light of constructivist and constructionist approaches, we suggest a series of digital tools which are particularly suitable to the emergence of creativity, i.e. manipulative technologies, educational robotics and game design and coding. Furthermore, we shape the concept of digital creative pedagogies (DCP) and establish a set of characteristic components of teaching practices which contribute to the development of students' creativity. Drawing on a substantial body of research, the chapter intends to embed educational creativity in the digital culture.

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Responding to Cultural Diversity and Citizenship

Cited by 2 publications

References 3 publications

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

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

Strategies for Digital Creative Pedagogies in Today’s Education

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