Adopting Creative Pedagogy into Asian Classrooms?--"Case Studies of Primary School Teachers' Responses and Dilemma"

Autor/in	Lin, Yu-sien
Titel	Adopting Creative Pedagogy into Asian Classrooms?--"Case Studies of Primary School Teachers' Responses and Dilemma"
Quelle	In: Journal of Education and Learning, 1 (2012) 2, S.205-216 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Creative Teaching; Elementary School Teachers; Grade 6; Elementary School Students; Teacher Attitudes; Context Effect; Case Studies; Creativity; Dramatics; Semi Structured Interviews; Qualitative Research; Expectation; Asia; Taiwan; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Ausland; Creative thinking; Teaching; Kreatives Denken; Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerverhalten; Case study; Fallstudie; Case Study; Kreativität; Dramatik; Qualitative Forschung; Expectancy; Erwartung; Asien
Abstract	Albeit school teachers' traditional concepts are believed one of the obstacles of fostering children's creativity, their voices and demands were not heard among the attempts of promoting creativity education in Taiwan. This study aims to gain an in-depth understanding of primary school teachers' responses of adopting creative pedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designed and taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted as non-participant observers; their views concerning the pedagogy and ethos were collected through individual interviews in the end of the project. Strategies employed in the lessons were considered useful in developing creative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certain misconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualise creative pedagogy is urged in this paper. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01