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Creativity in the classroom: from an intuitive approach to a reflective approach

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This paper presents the journey of inquiry of a lecturer who sought to broaden and deepen her understanding of creativity through critical reflection and thereby enhance her practice as a higher education lecturer. The study involved three discrete processes. It began with an unpacking of the author’s personal knowledge of the subject, her intuitive understanding of the term ‘creativity’. Her perspective was then triangulated in two ways: by engaging with the literature on the subject; and by interviewing seven students. The study suggests that one’s understanding of creativity impacts on how various approaches and activities in the classroom are perceived and evaluated. The study also facilitated the author to draw conclusions in relation to her practice, empowered her to engage in action planning for future teaching in a manner informed by critical reflection, and in particular helped her to better conceive how to encourage learners as they give rein to their own creativity.
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Keywords: We-paradigm of creativity; creativity; emergence theory; higher education; pedagogy; reflection

Document Type: Research Article

Affiliations: School of Education and Professional Development, Waterford Institute of Technology, Waterford, Ireland

Publication date: 2011-08-01

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