Teaching for creativity : a study in reflective practice
- Publication Type:
- Thesis
- Issue Date:
- 2010
Open Access
Copyright Clearance Process
- Recently Added
- In Progress
- Open Access
This item is open access.
This thesis relies on a professional lifetime of reflective practice which is ongoing. It
proposes a pedagogy derived from the distillation of that experience. The data which is
examined in detail comes from classroom processes recorded over a recent period of five
years.
The thesis is about the role of creativity in learning and teaching. While it is true that
creativity is often included as a desirable quality in a range of educational aims and
methodologies, it is rarely emphasised, analysed or linked with learning and language
across the curriculum.
Language, in the broad sense of symbolic systems, is a necessary medium or tool for
conscious awareness, action and reflection, and therefore for creative learning and teaching.
Neuroscience now shows how the linguistic processing necessary for creativity occurs in
the brain.
The process of analysing classroom practice, student perceptions and teacher attributes is
carried out using a qualitative research methodology.
A simple model and a template for planning and reflection are developed to facilitate
reflective practice for educators. It is argued that, under specified conditions, this pedagogy
can be used by other teachers; that it is transferable.
Please use this identifier to cite or link to this item: