Opin vísindi

How do practising teachers understand creativity?

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland (UI)
dc.contributor.author Page, Tom
dc.contributor.author Þorsteinsson, Gísli
dc.date.accessioned 2018-01-22T14:56:09Z
dc.date.available 2018-01-22T14:56:09Z
dc.date.issued 2015
dc.identifier.citation THORSTEINSSON, G., and PAGE, T., 2015. How do practising teachers understand creativity? International Journal of Teaching and Case Studies, 6(1), pp.61-77.
dc.identifier.issn 1749-9151
dc.identifier.issn 1749-916X (eISSN)
dc.identifier.uri https://hdl.handle.net/20.500.11815/530
dc.description.abstract This research sought to explore teachers’ views, in terms of the assertion that creative development is important within the National Curriculum. It aimed to identify the extent to which creative development is supported within the current curriculum and whether more should be done to encourage and promote its practice. Finally, it investigates the potential barriers that appear to restrict creative development in schools in the UK. Existing literature covering multiple facets of creativity, such as how academics define creativity, establishing whether it can be taught and identifying whether there is a current ‘teach to test’ culture, was explored and the literature review highlighted that previous research into the development of creativity in schools has often failed to consider the perspectives of teachers. Consequently, the current research sought to address this by gaining the views of teachers across the UK. The results showed that 88% of respondents viewed creative development as either ‘very important’ or ‘extremely important’ and 95% of teachers believed that the National Curriculum should do more to encourage creative practice. Finally, 71% of all participants asserted that the largest barriers to creative development were limited teaching time and excessive exam pressures.
dc.format.extent 61-77
dc.language.iso en
dc.publisher Inderscience Publishers
dc.relation.ispartofseries International Journal of Teaching and Case Studies;6(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Creativity
dc.subject Teachers
dc.subject National Curriculum
dc.subject Research
dc.subject Sköpunargáfa
dc.subject Aðalnámskrár
dc.subject Kennarar
dc.title How do practising teachers understand creativity?
dc.type info:eu-repo/semantics/article
dcterms.license CC BY-NC-ND 4.0
dc.description.version Accepted Manuscript
dc.identifier.journal International Journal of Teaching and Case Studies
dc.identifier.doi 10.1504/IJTCS.2015.069768
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of education (UI)

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