Adolescents' Perceptions of How Teachers Encourage Creativity in the Context of the International Baccalaureate Middle Years Programme

Autor/in	O'Boyle, Éanna
Titel	Adolescents' Perceptions of How Teachers Encourage Creativity in the Context of the International Baccalaureate Middle Years Programme
Quelle	In: Journal of Research in International Education, 21 (2022) 3, S.201-227 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409221135018
Schlagwörter	Middle School Students; High School Students; Social Cognition; Creativity; Teacher Behavior; Teaching Methods; Knowledge Level; Relevance (Education); Metacognition; Advanced Placement Programs; Beliefs; Teachers; Researchers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Soziale Kognition; Kreativität; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Relevance; Relevanz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Belief; Glaube; Lehrer; Lehrerin; Lehrende; Researcher; Forscher
Abstract	This article describes findings from a case study that aimed to understand adolescents' perceptions of how teachers encourage creativity across the curriculum. Four broad categories of creativity-fostering teaching practices emerged. These were disciplinary understanding (D), empowerment (E), relevance (R), and creative metacognition (M). This categorisation led directly to the development of the 'DERM model' that aims to provide teachers with guidance for encouraging creativity in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01