Incorporating creativity into teachers practice and self-concept of professional identity
Davies, T. (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812
To link to this article DOI: 10.1007/s10833-012-9192-3
The study explores what happens to teachers practice and ’ professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice.
Aubusson, P., Steele, F., Dinham, S. & Brady, L. (2008). Action learning in teacher learning community formation: informative or transformative? Teacher Development, 11 (2), 133-148. Barak, M, & Doppelt, Y. (1998). Promoting Creative Thinking Within Technology Education. Paper presented at the International Workshop Seminar for Scholars in Technology Education, Washington, DC. Beck, J. (2008) Governmental professionalism: re-professionalising or de-professionalising teachers in England. British Journal of Educational Studies, 56 (2), 119-143. British Educational Research Association (2004) Revised ethical guidelines for educational research. Retrieved June 12, 2009, from BERA website: http://www.bera.ac.uk/files/guidelines/ethica1.pdf Bosher, M. & Hazlewood, P. (2009) Leading the leaders for the future. UK: Continuum. Brighouse, T. (2008) Putting professional development centre stage. Oxford Review of Education, 34 (3), 313-323. CapeUK (2005) CARA – Building creative futures. Retrieved August 1, 2010, from CapeUK website: http://www.capeuk.org/capeuk-resources/building-creative-futures.html CapeUK (2006) CARA2; the handbook. England: Arts Council. Craft, A. (2005) Creativity in schools: tensions and dilemmas. Abingdon, USA & Canada: Routledge. Cresswell, J. (1998) Qualitative inquiry and research design: choosing amongst the five traditions. California: Sage Publications. Davies T. (2006) Creative teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal. 17(1), 37 – 57. Davies, T. (2002). Creativity: its contribution to design and technology education. Unpublished Ph. D Thesis. Reading: University of Reading. De Bono, E. (2010) The ‘six thinking hats’ for schools. Retrieved December 6, 2010, from DeBono website: http://www.edwdebono.com/shcd1.htm De Bono, E. (1992) Serious creativity. London: Harper Collins Business. De Bono, E (1985) Six thinking Hats. England: Little, Brown & Company. Department for Education and Employment (1999). All our futures: creativity culture and education. Suffolk: DFEE publications. Ehren, M. C. M. & Visscher, A. J. (2008). The relationship between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56 (2), 205-227. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, (56)1, 20-38. Feldman, D., Csikztenmihayli, M. & Gardner, H. (1995) Changing the world: a framework for the study of creativity. USA: Praeger. Frowe, I. (2005). Professional trust. British Journal of Educational Studies. (53)1, 34-53. Fryer, M. (1996) Creative teaching and learning. London: Paul Chapman. Handy, C. (1995) The empty raincoat. Reading: Arrow Books Ltd.. Hargreaves, A. & Shirley, D. (2009) The Fourth Way: the inspiring future for educational change. California: Corwin. Goodson, I. & Hargreaves, A. (Eds.) (1996) Teacher’s Professional Lives. (New Prospect Series). Abingdon: Routledge. Hoyle, E. (1975) Professionality, professionalism and control in teaching. In: Houghton, V. et al. (Eds) Management in Education: the management of organisations and individuals. London: Ward Lock Educational in association with Open University Press. Hoyle, E. (Ed)(1981) Managerial Processes in Schools. Milton Keynes: Open University Press. Hoyle, E. & John, P. D. (1995) Professional knowledge and professional practice. London: Cassell. Jeffrey, B. & Craft, A. (2004) Teaching creatively and teaching for creativity: distinctions and relationship. Journal of Educational Studies, 30(1), 77-87. LeBoeuf, M. (1994) Creative thinking. London: Judy Piatkus. Newby, P. (2010) Research methods for education. England: Pearson. Rogers, M. & Fasciato, M (2005) Can creativity be assessed? Conference Paper, British Educational Research Association conference Sepotember 14-17, 2005; University of Glamorgan. Retrieved October 6, 2010, from BERA website: http://www.leeds.ac.uk/educol/documents/150029.htm Royal Society of Arts (2010) Opening Minds. Retrieved December 6, 2010 from RSA website: http://www.thersa.org/projects/opening-minds Seltzer, K. & Bentley, T. (1999) The creative age: knowledge and skills for the new economy. London: DEMOS. Shoulksmith, G. (1970) Intelligence, creativity and cognitive style. London: Batsford. Smyth, J. (2007) Teacher development against the policy reform grain: an argument for recapturing relationships in teaching and learning. Teacher development, (11)2, 221-236. Torrance, E., P. (1962) Torrance tests of creative thinking. Indiana: Bensenville. Woods, P. (2002) Teaching and learning in the new millennium. UNICEF (2007). Report Card 7, child poverty in perspective: An overview of Child Well-being in Rich Countries. Retrieved November 11, 2010, from UNICEF website: http://www.unicef-irc.org/publications/494 Yin, R.K. (1989) Case study research: design and methods (revised edition). (Applied Social Research Methods Series Vol. 5). CA: Sage Publications.