In-service and prospective teachers’ conceptions of creativity

Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students.     

Pre-service teachers’ conceptions of creativity in elementary school English

Widely thought to be something worth encouraging in young learners, creativity has popularly been associated more with music and art than with other areas of the curriculum. There have been many studies of creativity but few that focus explicitly on what counts as creative thinking in specific subject areas. The aim of the research reported here was to determine pre-service teachers’ conceptions of creativity within the curriculum for English. The study involved analyses of primary school trainee teachers’ responses to questionnaires and follow-up focus group discussion to identify their conceptions. A group of 48 trainees in the final year of an undergraduate degree in primary education leading to qualified teacher status in England completed the questionnaire. Of these, eight volunteered to participate in a follow-up focus group discussion to further explore ideas. Responses were analysed quantitatively and qualitatively. Conceptions of creativity in English were found to be limited, focused mainly on naïve views of story writing and dramatic activity. Responses indicated that they were often unable to distinguish clearly between the concept of creativity, an example of its occurrence in the classroom, and what feature of that example made it creative. Consequently, their limited constructions of creativity were confused. It is important that teachers in schools as well as those responsible for training teachers in universities are advised that trainees’ conceptions of creativity in English may be inadequate in several respects and that they may not recognise opportunities for creativity. Pre-service training programmes could well benefit from structured courses on the forms and applications of creativity.     

Developing conceptual frameworks for creativity, ICT and teacher education

This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study.     

CREATIVE THINKING AS A PREDICTOR OF ACHIEVEMENT IN MUSIC

127 students at a musical high school in Cracow completed the Test of Creative Thinking of Necka and Rychlicka and filled out a questionnaire on their musical achievements. They were also rated by their music teachers. The level of creative thinking increased with the age of subjects, but correlations between creative thinking and achievement in music were not significant. Further research on this apparent lack of relationship between musical and verbal creativity is important for music education and counselling of music students.     

Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts

This study examines theoretical principles and models of music education to promote interpersonal and social relations. It focuses on the primary and secondary stages of education in Spain. To this end, relevant national and international figures in education, music or critical thinking were consulted. Their responses to the consultation were treated qualitatively. The results highlight the need to promote participatory activity and to design alternative proposals for music learning that invite the student to gain positive musical experiences. This will help to recognise different musical identities, promote intercultural musical diversity and encourage positive coexistence in and beyond the music classroom.     

A cross‐cultural comparison of teachers’ expressed beliefs about music education and their observed practices in classroom music teaching

Through interviews and observing day‐to‐day classroom practice, this study explores the beliefs of 10 music teachers in elementary schools in Vancouver and Hong Kong. The results demonstrate that the music teachers of the two localities hold similar cognitive beliefs about the essential elements of music education. However, they hold different beliefs about the value or impact of music education on the psychological or character development of students. Music teachers of Vancouver are found to be more student‐centred than their counterparts in Hong Kong, and this is reflected in both the curriculum and activities selected for classroom teaching. Though both groups of teachers place similar emphasis on western music, in Canada more classroom activities are based around the student’s personal enjoyment and expression. In Hong Kong, meanwhile, music education is viewed as a means of nurturing the student’s temperamental development. While students in Vancouver are allowed to express their personal musical preferences in classroom activities, in Hong Kong students are required to perform according to prescribed standard indicators of success. This is probably linked—albeit invisibly—to Chinese Confucian culture.     

Primary Teachers' beliefs about Scientific Creativity in the Classroom Context

While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3–6; student ages 8–12) science teachers (n?=?16) in Taiwan. Using a self-report, open-ended questionnaire and follow-up interviews, the participants responded to questions as to (1) what quality, behaviours and abilities characterise a creative learner in their science classrooms, (2) what a science classroom should be like if it is to facilitate scientific creativity, and (3) whether and what particular elements of the inquiry approach are incorporated in such a classroom. The analyses revealed that the teachers captured the central features of creativity and proposed diverse ideas about how to foster creativity in school science, but seemed to overlook some aspects, such as convergent thinking, problem-finding, and linking the arts and science. These missing features are regarded as important for scientific creativity in contemporary research. The findings were discussed along with their implications for teacher education and future research.     

The Uses and Misuses of Evaluation

Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying common barriers that counteract or hinder teacher creativity. After identifying the characteristics of teachers who are considered creative educators, this article concludes with general recommendations, as well as specific strategies, for increasing the level of creative teaching in today's classrooms.     

Secondary school creativity,teacher practice and STEAM education: An international study

How creativity in education is applied by teachers to secondary school contexts is dependent on how the term ‘creativity’ is grounded, politicised, and practised. This paper reports on an international study of secondary schools in Australia, USA, Canada, and Singapore investigating how creativity is understood, negotiated, valued and manifested in secondary schools, focusing on teacher and student understandings, actions, benefits and impediments to creative and critical thinking. Participant reflections revealed inter-, trans- and cross-disciplinary learning shaped by teacher collaboration, dialogue and classroom organization that fosters critical and creative thinking. Implications are made for the ways practicing teachers develop and foster creativity via pedagogical approaches that enhance connectivity and interdisciplinarity of teaching practices between domains of learning. An education-based Creativity Index through which administrators and teachers can gauge, assess and implement creative skills, capacities, pedagogic practices and assessment of creativity within secondary schools is posited. Implications for STEM/STEAM education and centralizing creative capacities in teaching, learning, and educational change are offered.     

Educating Student Teachers to Use Small Groups in Secondary‐school Music Classrooms

The use of small groups in teaching classroom music is often accepted in the literature and by expert teachers as a natural part of a music‐education programme. However, research indicates that the classroom teacher commonly does not make use of small‐group activities and that, when small groups are used, the results are not always positive. This article describes a teacher‐education course aimed at developing student teachers’ abilities to manage small groups in the secondary‐school music classroom, and reports the perceptions of both student teachers and teacher‐observers when the students applied their learnings in the practicum setting.     

Associations among preservice teachers’ psychological traits and classroom performance ratings

Abstract

Educational theorists and researchers have often overlooked potential links between successful teaching and a teachers personal qualities. This investigation explored associations among three psychological characteristics and classroom performance ratings of prospective teachers. Fifty‐three students enrolled in a teacher education program participated in the study. The students were assessed on personality style, creative thinking, motivation, and classroom performance competency during student teaching. Correlational statistical analysis found significant relationships among three creativity measures and ratings of preservice teachers’ classroom performance. Further, regression analysis revealed originality, one subscale of creativity, was a significant predictor of effective student teaching. Findings indicate that creative constructs may have potential value in assessing teacher education candidates.     

音乐教学充分调动幼儿的情感体验

幼儿音乐教学,就是对幼儿的审美能力的培养。教学实践当中,幼儿教师可以利用现代化的教学手段,采取科学有效的“互动课堂模式”,营造良好的教学氛围,激发幼儿学习音乐的兴趣;采取灵活多样的教学方式,充分发挥城乡课程资源的优势互补,全面提高幼儿的音乐素养,为他们将来进一步发展奠定良好的基础。在欣赏音乐的过程中,幼儿教师应帮助幼儿领悟音乐所要表达的情感世界,使幼儿真正把握音乐的内涵意义,从而全面理解音乐作品。     

试论语文教学的创新教育

语文教学开展创新教育有着重要的现实意义。针对当前对创新教育未够重视的实际 ,语文教师应通过提高创新素质、树立创新目标、建立新的评估体系 ,着力在课堂教学中开展丰富多彩的语文创新教育活动 ,培养创新型的人才     

从音乐的作用看21世纪的音乐教育

音乐具有娱乐作用和促进健康、提高道德的功能,可以使受教育者更具创造性与想像力.因此,音乐教育应被纳入素质教育之必修课,从而使教育更完备.     

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.     

Challenges to Values Education in Hong Kong School Music Education

This study deals with the issue of incorporating values education in music education in Hong Kong's primary and secondary schools. It includes the development of the state's cultural and national identity since its handover from the United Kingdom to the People's Republic of China (PRC). Thirty primary and secondary school music teachers were interviewed in order to understand how notions of “musical values” and “non-musical values” have been addressed in the curriculum. In particular, this study focuses on music teachers' perspectives on teaching world music, traditional Chinese music, the PRC national anthem, and non-musical values. This paper questions the effectiveness of existing curricular and pedagogical attempts to encourage the students' musical experience and extra-musical education. It concludes that values education must have clear conceptions of “values”, “musical cultures”, and “national identity” in order to maintain unity amidst the intensifying plurality of ethnicities and cultures in Hong Kong.     

幼儿园音乐有效教学的策略探析

在幼儿园的音乐教学活动中,教师通过多种多样的形式和丰富的内容,实施有效的音乐教学,能够为幼儿开启审美与欣赏的心灵之窗、提供自我表现与表达的平台、激活创造性与想象力的源泉、开通情绪与情感的培养路径。在教学过程中,教师应从目标、内容、过程和评价等方面入手,挖掘课堂内外有用的音乐教学资源,营造与音乐教学主题相适宜的情景,选择适合幼儿身心发展特点的内容,通过灵活多样的游戏实施教学活动,根据不同着力点进行音乐教学评价,以此来实现幼儿园音乐活动的有效教学。     

How Student‐teachers Approach the Teaching of Reading: At the Interface Between Personal History,Theory and Practice

This article charts the progress of one cohort of student‐teachers (variously known as beginning teachers and pre‐service teachers) training to teach English in London secondary schools during 2008–9. The research focuses specifically on the experiences which facilitate their development as confident and creative teachers and assessors of reading at Key Stage 3 (11–14 years). Findings indicate that it is the interaction – and tensions – between their personal reading histories, engagement in theory, and practice within the social environment of the classroom which shape their burgeoning identities as teachers of literature and reading. This year‐long study demonstrates that for some a growing confidence has enabled them to look beyond approaches advocated by statutory curriculum frameworks to develop their own view of innovative practice in the teaching of reading.     

音乐教育与音乐美学的思考

通过音乐作品的结构形式来展示音乐的美,形成了以音乐欣赏和音乐美学为核心内容的音乐教育观,包括人的文化心理结构、智力结构、伦理结构的建构和审美能力的培养。在音乐教育中,音乐必须把美的东西作为自己的探究对象,把人教育成＂美和善＂的化身。长期从事教育实践的音乐工作者,在学生音乐教育启蒙时期,要培养他们的兴趣,激发他们的学习意愿。其中,想象力和创造力的培养相当重要。丰富学生音乐的想象力和创造力的同时也可以促进他们对音乐技巧的掌握,培养出综合素质较高的学生。     

A synthesis of research concerning creative teachers in a Canadian context

Effective teachers are often creative ones, yet an examination of creative teaching is largely invisible in the North American creativity literature. Even within education there is little about teachers’ own creative practice. Nonetheless, there are benefits to studying creative teachers: in education it can explicate ways of enhancing teachers’ creativity and enriching praxis; and in psychology it can extend our understanding of social and interpersonal creativity, as well as everyday creativity. This paper reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. An in-depth elaboration of two themes, creative person and community, is presented.