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Full-Text Articles in Education
Creativity And Initial Teacher Education: Reflections Of Secondary Visual Arts Teachers In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
Creativity And Initial Teacher Education: Reflections Of Secondary Visual Arts Teachers In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
Research outputs 2022 to 2026
The development of creativity through learning is a significant part of Ghana's pre-tertiary education system framework. Achieving the successful implementation of creativity from policy to practice in schools relies on teachers in the local school system, who are shaped by their past teaching experiences and the training they have received during initial teacher education (ITE). Using interviews and observation data, this case study explored 16 secondary visual arts teachers' experiences and reflections on their training in relation to creativity and its impact on their current practice. Five themes emerged from an inductive analysis: containment, free expression, self-directed learning, replication of …
Exploring Creative Pedagogical Practices In Secondary Visual Arts Programmes In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
Exploring Creative Pedagogical Practices In Secondary Visual Arts Programmes In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
Research outputs 2022 to 2026
Secondary visual arts education provides learners with opportunities to develop critical thinking, and their creative potential, as part of their personal growth. This development happens when visual arts teachers actively integrate creative pedagogies to target creative thinking in learners. Ghana's 2019 National Pre-tertiary Curriculum Framework has added creativity as one goal for all learners. This research study explores teachers' perceptions and use of creative pedagogies as part of implementing this creativity into their teaching. A multi-site qualitative case study was conducted in government secondary schools within Sekondi-Takoradi, Ghana, and data were gathered from interviews and participant observations. The 16 cases …
An Investigation Into The Role Of Innovative Learning Environments In Fostering Creativity In Secondary Visual Arts Programmes In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
An Investigation Into The Role Of Innovative Learning Environments In Fostering Creativity In Secondary Visual Arts Programmes In Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
Research outputs 2022 to 2026
Innovative learning environments (ILEs) have been regarded as one of the contributing factors that facilitate creativity in learners. At the pre-tertiary level of education, Ghana has recently undergone educational reform that sees creativity being added as a key goal for education, but it is unknown if teachers' practices within current educational facilities can support the enactment of this goal. The multi-site qualitative case study explores the secondary visual arts learning environments within the Sekondi-Takoradi Metropolis in Ghana. Interviews and observations were used as instruments for data collection with 16 visual arts teachers. This study confirmed two categories of environments that …
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Research outputs 2022 to 2026
This paper provides an overview of insights and lessons learned from nearly 20 years of running a Master’s unit called Leadership in Sustainability and how it has been used to foster change agents in small business enterprises, as well as other parts of our economy and community. The unit is based on five ‘C’ pillars, which are discussed in this paper to show how the teaching was able to assist potential leaders in their journey towards sustainability. Collective Wisdom is the theory of how leaders have used their imagination to solve collective ‘wicked problems’ and how sustainability requires such wisdom. …
Performativity And Creativity In Senior Secondary Drama Classrooms, Kirsten Lambert, Peter R. Wright, Jan Currie, Robin Pascoe
Performativity And Creativity In Senior Secondary Drama Classrooms, Kirsten Lambert, Peter R. Wright, Jan Currie, Robin Pascoe
Research outputs 2014 to 2021
This article examines the intersection between the senior secondary drama classroom, creativity and neoliberalism. Informed by a research project involving fifteen West Australian drama teachers and thirteen students, it considers the drama classroom as one site where tensions between the performative needs of neoliberal education and the more humanistic desires that drama teachers embody are enacted. This paper suggests that drama education can be a powerfully transformative vehicle for creative and innovative thinking because of its spatially unique classroom environment and embodied nature. However, collisions between rhetoric and reality, social good and economic return, can mean that young people are …
Chinese Students' Perceptions Of Their Creativity And Their Perceptions Of Western Students' Creativity, Bingxin Wang, Kenneth M. Greenwood
Chinese Students' Perceptions Of Their Creativity And Their Perceptions Of Western Students' Creativity, Bingxin Wang, Kenneth M. Greenwood
Research outputs 2013
This paper applies the Four C Model of Creativity ('Big-C, little-c, mini-c and Pro-c') to determine Chinese students' perceptions of their own creativity and their perceptions of Western students' creativity. By surveying 100 Chinese students and interviewing 10 of them, this paper discovered that Chinese students generally perceived their creativity to be less than that of Western students. Differences on mini-c and Pro-c were larger in the direction of Western students being superior, and the items that differed in the opposite direction and those which did not differ were part of the subset of little-c items. The perceived superiority of …