The roles and development needs of teachers to promote creativity: A systematic review of literature |
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| Affiliation: | 1. University of Bath Spa, UK;2. University of Dundee, UK;1. Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong;2. Department of Curriculum and Instruction, Faculty of Education and Human Development, The Hong Kong Institute of Education, Tai Po, Hong Kong;1. Faculty of Education, East China Normal University, Shanghai, China;2. Graduate School of Education, University of Exeter, Exeter, United Kingdom;1. Faculty of Education, The University of Hong Kong, Hong Kong;2. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong;3. College of Educational Sciences, Shanxi Normal University, Mainland China |
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| Abstract: | A systematic review of 210 educational research, policy and professional literature between 2005–2011 identified only 17 publications that met the inclusion criteria and contained findings relating to teachers' roles in promoting creativity, and 18 on how teachers can be supported for this. The evidence suggests that teacher skills, attitudes, willingness to act as role model, awareness of learners' need, flexible lesson structure, particular types of classroom interaction are important for teaching for creativity. Review highlighted importance of school culture in supporting or impeding creativity, need to elicit teachers' conceptions of creativity, teachers developing their own creativity;, working co-constructively with a mentor, and the importance of action research and reflection. |
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| Keywords: | Creativity Teachers' roles Development needs Support |
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