Journal article
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom
Teaching and teacher education, v 110, 103583
Feb 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study addresses the gap in research on integrating creativity and arts integration in the classroom by describing and testing a blended professional development (PD) model guided by the theory of change that teachers' understanding and beliefs about creativity are foundational to their development as a creative teacher and to their classroom implementation. Using an explanatory sequential mixed methods design, the study demonstrated increased beliefs about teachers' ability to teach for creativity for n = 30 rural K-12 teachers and illustrated teachers’ perceptions of early implementation of creative routines in practice. (Word count: 91).
•Creative anxiety and fixed mindsets are barriers to teachers' creative development and practice.•More adaptive beliefs and feelings about creativity develop by reshaping myths and assumptions.•A blended PD approach can enhance teachers' agency and seed new classroom practices.•Improved mindset and self-efficacy resulted from a deeper understanding and personal creative and reflective practice.•Creative teaching and learning can begin with basic routines for the classroom leading to further integration.
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Details
- Title
- How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom
- Creators
- Ross C. Anderson - Principal Researcher and Research Associate, Respectively, at Inflexion, USAJennifer Katz-Buonincontro - Drexel UniversityTracy Bousselot - Principal Researcher and Research Associate, Respectively, at Inflexion, USADavid Mattson - Drexel UniversityNathan Beard - Co-Founders of Creative Engagement Lab, LLC, USAJessica Land - Co-Founders of Creative Engagement Lab, LLC, USAMari Livie - Co-Founders of Creative Engagement Lab, LLC, USA
- Publication Details
- Teaching and teacher education, v 110, 103583
- Publisher
- Elsevier
- Grant note
- U351D140063 / U.S. Department of Education (https://doi.org/10.13039/100000138)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000782964400002
- Scopus ID
- 2-s2.0-85121010183
- Other Identifier
- 991019168818804721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Education & Educational Research