What can we learn about creativity from the practice of professional designers to inform design and technology classroom practice?

The paper presents the initial findings of a research project investigating the concept of creativity in design and technology in the lower secondary phase of secondary schooling in the UK. The research is based on the hypothesis that creativity in design and technology is not a spontaneous, sustained process for many pupils in the early years of secondary schooling and that teachers can play a major role in enhancing creativity in their children’s classroom activities. The key research question is ‘to what extent is it possible to teach creativity in design and technology classrooms?’. The paper explores briefly the concept of creativity and identifies a three-feature model of creativity to be used in the study. It presents an analysis of the findings of interviews with four professional designers against this model to explore how their practice might inform and contribute to the development of pupils’ creativity in classroom practice.