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Autor/inTanggaard, Lene
TitelStories about Creative Teaching and Productive Learning
QuelleIn: European Journal of Teacher Education, 34 (2011) 2, S.219-232 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0261-9768
SchlagwörterCreativity; Instructional Innovation; Problem Solving; Creative Teaching; Productive Thinking; Foreign Countries; Interviews; Teacher Attitudes; Focus Groups; Teaching Methods; Educational Practices; Barriers; Denmark
AbstractThe article is based on an empirical, interview-based research project investigating resources and barriers to creative teaching within three Danish primary and secondary schools. The analysis shows how project-oriented teaching does seem to represent a creativity oasis for both teachers and pupils. Furthermore, the work identifies a distinction between an art-based and a problem-solving approach to creativity, and it is suggested that teachers help pupils to work with the various different opportunities for creative learning represented by different subjects in school. Furthermore, a dilemma is pinpointed between the demand that teachers conform to centrally defined test systems, and the challenges facing our societies in relation to bringing up pupils and students who dare to take risks, challenge the existing order and create something new. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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