Creativity is increasingly seen as central to good learning and teaching throughout the curriculum. This book examines the political and educational context behind such developments and looks at dilemmas faced by trainee teachers as they begin their teaching practice. Demonstrating what creativity is, how it evolves and how it can be nurtured in various teaching contexts, it enables trainees to develop creativity in their teaching role and in their pupils' learning. Throughout, the book links clearly to the new Professional Standards for QTS and presents exercises, subject-based case studies and teaching examples to engage and support all secondary trainees.
By the end of this chapter you should:
- have understood the concept of teaching creatively and how it is distinct, yet related, to teaching for creativity;
- have examined your own context for learning to teaching creativity and acknowledge the personal, governmental and educational factors that will influence your early attempts at teaching creatively;
- have identified a number of features of teaching creatively and begin the process of applying these to your own teaching;
- have reflected on the vital process of planning and preparation for teaching creatively.
This chapter will help you to meet the following Professional Standards for QTS: Q7, Q8, Q10, Q14, Q15, Q29
Teachers cannot develop the creative abilities of their pupils if their own creative abilities are suppressed. (NACCCE, 1999, p90)
This chapter introduces the first ...