We Teach Who We Are: Creativity in the Lives and Practices of Accomplished Teachers

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Autor/inn/en	Henriksen, Danah; Mishra, Punya
Titel	We Teach Who We Are: Creativity in the Lives and Practices of Accomplished Teachers
Quelle	In: Teachers College Record, 117 (2015) 7Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Creativity; Experienced Teachers; Classroom Techniques; Creative Teaching; Educational Practices; Beliefs; Teacher Characteristics; Teacher Background; Qualitative Research; Interviews; Awards; Investigations; Phenomenology; Teacher Surveys; Teaching Styles; National Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Kreativität; Klassenführung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Bildungspraxis; Belief; Glaube; Qualitative Forschung; Interviewing; Interviewtechnik; Award; Auszeichnung; Untersuchung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrstil; Unterrichtsstil; Lehrerverhalten
Abstract	Background/Context: There is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function (Cropley, 2003; Robinson, 2011; Sawyer, 2011). Existing research has recognized that successful/creative people in any discipline use creative avocations to enhance their professional thinking (Simonton, 2000). Root-Bernstein (1996, 1999) demonstrated a strong connection between the professional and personal-life creativity of highly accomplished scientists, which has been applied to other disciplines. Until now, however, this phenomenon has not been applied to exemplary teachers. This study focuses on a broader picture of how exceptional teachers use creativity in the classroom. Purpose/Objective: This study documents the ways in which successful, award-winning teachers function creatively in their classrooms. It investigates their beliefs about creativity in teaching--what "creativity" means, and how skilled teachers instantiate it in classroom practices. Finally, this research examined the teachers' personal creativity (in terms of creative pursuits, hobbies, and habits of mind) and the practical ways this translates into teaching. Research Design: A qualitative research design was used for in-depth interviews with highly accomplished teachers. Detailed interview data was gathered from eight recent National Teacher of the Year award winners/finalists, to investigate creative classroom practices and beliefs about creativity among exceptional teachers across varied teaching contexts. Qualitative coding of phenomenological research described important themes arising from the creative practices and beliefs of the participant teachers. Findings: Findings reveal how excellent teachers actively cultivate a creative mindset. Results show how excellent teachers are highly creative in their personal and professional lives, and that they actively transfer creative tendencies from their outside avocations/interests into their teaching practices. This study describes common themes in creative teaching, including intellectual risk taking, real-world learning approaches, and cross-disciplinary teaching practices. Conclusions/Recommendations: Current U.S. educational policy, with its emphasis on high-stakes testing and scripted, "teacher-proof" curricula, have impeded creativity in teaching and learning. Based on the findings of this study, suggestions for curricula include the incorporation of teachers' unique personal creative interests in lessons, along with infusion of the arts and music across varied disciplinary content. Teacher education programs and professional development courses should include a focus on both real-world, cross-disciplinary lesson planning, while administrators and policymakers should support opportunities for teachers to take creative and/or intellectual risks in their work. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01