Conceptualizations and Implementation of Creativity in Higher Vocational Teacher Education--A Qualitative Study of Lecturers

Autor/inn/en	Fischer, Silke; Barabasch, Antje
Titel	Conceptualizations and Implementation of Creativity in Higher Vocational Teacher Education--A Qualitative Study of Lecturers
Quelle	In: Empirical Research in Vocational Education and Training, 15 (2023), Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fischer, Silke) ORCID (Barabasch, Antje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40461-023-00144-y
Schlagwörter	Creativity; Higher Education; Vocational Education; Teacher Education; Vocational Education Teachers; Teacher Attitudes; Reflection; Decision Making; Personality Traits; Student Motivation; Creative Thinking; Innovation; Problem Solving; Instructional Design + Suchen Sie Ihr Suchwort? Kreativität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Lehrerausbildung; Lehrerbildung; Ausbilder; Lehrerverhalten; Decision-making; Entscheidungsfindung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Kreatives Denken; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Creativity is one of the most important skills in the 21st century student's toolkit and important to vocational education and training (VET). In the context of vocational teacher education, creativity has not yet played a significant role at universities. This is due in part to the fact that it is unclear what creativity means and how it is fostered in the context of higher education. This interview study explores how creativity is conceptualized by lecturers in vocational teacher education and what creativity-promoting measures or teaching/learning scenarios are applied by them in their courses. Generally, the lecturers interviewed associated creativity in their jobs as lecturers with creating something new. From the lecturer's perspective, student creativity is categorized into a 5-category model in which lecturers 'see' student creativity represented by (1) student self-reflection, (2) independent decision-making, (3) curiosity and motivation, (4) producing something and (5) developing original new ideas. Categories identified by the lecturers that promote creativity in courses are openness, individualization, interaction, student activity and generating solutions. In practice, creativity-promoting measures or teaching/learning scenarios are implemented very differently. The type of implementation determines the implementation depth of the individual category. The findings provide an understanding of creativity from the perspective of university lecturers', which could be valuable for designing university courses in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01