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Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools?
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 investigat...
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| Format: | Default Book chapter |
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2009
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| Online Access: | https://hdl.handle.net/2134/10248 |
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| _version_ | 1818174609465278464 |
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| author | Sarah Turner |
| author_facet | Sarah Turner |
| author_sort | Sarah Turner (1255620) |
| collection | Figshare |
| description | 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. |
| format | Default Book chapter |
| id | rr-article-9344453 |
| institution | Loughborough University |
| publishDate | 2009 |
| record_format | Figshare |
| spelling | rr-article-93444532009-01-01T00:00:00Z Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? Sarah Turner (1255620) Design not elsewhere classified Creativity Engagement National Curriculum Science Teaching Design Practice and Management not elsewhere classified 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. 2009-01-01T00:00:00Z Text Chapter 2134/10248 https://figshare.com/articles/chapter/Novel_and_engaging_versus_boring_and_stagnating_how_do_pupils_and_teachers_alike_perceive_the_state_of_creativity_in_secondary_schools_/9344453 CC BY-NC-ND 4.0 |
| spellingShingle | Design not elsewhere classified Creativity Engagement National Curriculum Science Teaching Design Practice and Management not elsewhere classified Sarah Turner Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title | Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title_full | Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title_fullStr | Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title_full_unstemmed | Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title_short | Novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| title_sort | novel and engaging versus boring and stagnating: how do pupils and teachers alike perceive the state of creativity in secondary schools? |
| topic | Design not elsewhere classified Creativity Engagement National Curriculum Science Teaching Design Practice and Management not elsewhere classified |
| url | https://hdl.handle.net/2134/10248 |