Journal article
Conflicted epistemic beliefs about teaching for creativity
Thinking skills and creativity, v 36, 100651
Jun 2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
•Teacher epistemic beliefs about creativity are conflated with the arts.•Teacher beliefs epistemic about teaching for creativity are conflicted.•Teacher epistemic beliefs about student creative potential indicate three main areas: creativity as innate (fixed/inborn), creativity as partially innate, creativity as learnable (growth/malleable).
Educational policymakers and workforce studies emphasize creativity for teachers and students, yet there is an overreliance on performance measures and ratings of creativity that excludes the perspective of how teachers construct epistemic beliefs about what creativity means to them. This paper presents results from a qualitative study using semi-structured interviews to unearth epistemic beliefs about teaching for creativity as described by sixteen pre-service and in-service teachers enrolled in teacher education, Masters and PhD programs in an American university. Using qualitative content analysis, five themes emerged: teaching for creativity as a component of teaching success, discordant beliefs about creative teaching abilities, diverse beliefs about student creative potential, the importance of creativity for student learning and freedom to express new ideas. We discuss further how beliefs conflicted, namely the confusion about student potential as innate, malleable or a fusion of both, and the conflation of creativity with the arts. For implications, we propose future research exploring the calibration of teacher epistemic beliefs with teaching behavior in the classroom.
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Details
- Title
- Conflicted epistemic beliefs about teaching for creativity
- Creators
- Jen Katz-Buonincontro - Drexel UniversityElaine Perignat - Drexel UniversityRichard W. Hass - Thomas Jefferson University
- Publication Details
- Thinking skills and creativity, v 36, 100651
- Publisher
- Elsevier
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education; Chemistry
- Web of Science ID
- WOS:000539714300019
- Scopus ID
- 2-s2.0-85082800661
- Other Identifier
- 991019169518704721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research