Research on Teacher Identity by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783319938363
Publisher: Springer International Publishing

A Creativity Cultivating Context

The main goal of a creativity cultivating context is to increase the confidence and ability of pupils to tackle creative challenges and contribute to ideas that can be considered new and useful within a given peer group. The second is to help pupils discover the domain(s) in which they want to further develop their creativity. Pupils work on creative challenges in which divergent and convergent activities form a meaningful whole, within or across disciplines. They learn to generate ideas and to deal with context boundaries and limitations. The outcomes are often unknown prior to the completion of the process, also to the teacher. Teachers create the space pupils need to tackle creative challenges, individually and with peers. They overtly value unconventional thinking and acting, emphasize the pleasure and benefit of creative functioning and discuss what constitutes creative quality within a particular challenge or domain. Pupils know ahead of time just how and for what purpose(s) their creative ideas will be looked at. Teachers curiously watch, from a broad developmental perspective, how pupils’ creativity gets cultivated. Teachers are appreciative of pupils’ efforts, provide feedback, and offer support. Pupils notice that teachers have high expectations for them and appreciate their creative qualities. They also notice that their ideas are given sufficient space and respect, even when they are not particularly creative. Pupils fearlessly put all of their imaginative powers, thinking, practical skills, and courage to work. Pupils discover their own qualities, those of others and how these qualities complement each other. Pupils gradually start to think up their own creative challenges. Pupils are stimulated to take on both little and bigger creative challenges across all subject domains. These creative challenges are elements of reconstructed parts of the existing curriculum. Specific creative talents and interests of pupils are given room within the elective and extracurricular components. Assessment largely has the character of “evaluating to learn”. Summative assessment of creativity occurs on an incidental basis for components of the curriculum for which individual pupils have shown to have some substantive affinity.

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