Novel and Engaging versus Boring and Stagnating Paper Conference July 2009 Oxford.pdf (218.38 kB)
Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools?
chapter
posted on 2012-08-20, 12:40 authored by Sarah TurnerCreativity 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.
History
School
- Design
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. 115-128Publisher
© Inter-Disciplinary PressVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2009Notes
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/ISBN
9781848880061Publisher version
Language
- en