By Jonathan Savage, Martin Fautley
Creativity is more and more noticeable as valuable to strong studying and instructing through the curriculum. This publication examines the political and academic context at the back of such advancements and appears at dilemmas confronted via trainee academics as they start their educating perform. Demonstrating what creativity is, the way it evolves and the way it may be nurtured in a number of instructing contexts, it allows trainees to increase creativity of their educating function and of their students’ studying. all through, the e-book hyperlinks truly to the recent expert criteria for QTS and provides routines, subject-based case experiences and educating examples to interact and help all secondary trainees
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Extra resources for Creativity in Secondary Education
2005) Final word. Report, July/August, p30. London: Association of Teachers and Lecturers. , Stark, S. and Warne, T. (2002) Towards an uncertain politics of professionalism: teacher and nurse identities in flux. Journal of Education Policy, 17 (1), 109–38. 30 3 Teaching for creativity By the end of this chapter you should: . . have considered how teaching for creativity affects your role as a teacher; have considered how you can teach your subject to foster and encourage creativity; have learned about theoretical approaches to creativity and learning; have developed theories, concepts, ideas and strategies to enable you to teach for creativity.
The essential feature of Vygotsky’s work in this domain is that the individual finds things out first by their interaction with others, and then they become part of the intellectual functioning of that individual: Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts.
Instead of theories of learning or knowledge, Sfard (1998) proposes two metaphors, the acquisition metaphor and the participation metaphor. In the acquisition metaphor knowledge and learning are treated in the manner of possessions, this ... brings to mind the activity of accumulating material goods (Sfard, 1998, p5). In this way of looking at learning it is as if the learner has become the owner of these materials in that they have been acquired – hence acquisition. In the participation metaphor what happens is that the learner is viewed as a person involved in participation in certain kinds of activities rather than in accumulating private possessions (Sfard, 1998, p6).