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Title: Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools?
Authors: Turner, Sarah
Keywords: Creativity
National Curriculum
Issue Date: 2009
Publisher: © Inter-Disciplinary Press
Citation: TURNER, S., 2009. Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools?. IN: Turgeon, W. C. (ed.). Creativity and the Child: Interdisciplinary Perspectives. Oxford: Inter-Disciplinary Press, pp. 115-128
Abstract: Creativity is a term that can be interpreted and related to teaching in many ways: creative teaching, creative learning and teaching for creativity.1 However, defining creativity is complex and there are many suggestions to how it can be applied to teaching. A case study was undertaken to investigate how teachers in England interpret and deliver ‘creative teaching’ at Key Stage 3 (KS3) (11-14yrs) and how pupils respond to such teaching styles. Teachers completed a ‘Your Teaching Style’ questionnaire2, ten teachers were observed across a range of subjects at KS33 and pupils of all age groups (10-18years) participated in small group semi-structured interviews. Analysis showed that teachers perceived ‘creativity’ in their subject teaching differently. The highest frequency activities of any type during the lesson observations were: giving instructions, offering assistance, pupils independently working, giving praise and interesting tasks. The results from the questionnaires showed that the most common teaching styles were: integrating pupils, questioning and opportunities. Pupil interviews concluded that pupils find some subjects more creative than others and that creative teaching methods help them to learn.
Description: This book chapter originally appeared in the book Creativity and the Child first published by the Inter-Disciplinary Press and it is available at: http://www.inter-disciplinary.net/publishing/id-press/ebooks/creativity-and-the-child/
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/10248
Publisher Link: http://www.inter-disciplinary.net/publishing/id-press/ebooks/
ISBN: 9781848880061
Appears in Collections:Book Chapters (Design School)

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