Adolescents’ perceptions of how creativity is fostered by teachers in the curriculum

Adolescents’ perceptions of how teachers encourage creativity in the context of the International Baccalaureate Middle Years Programme

“…The study followed guidance provided by Strauss and Corbin (1998). Elsewhere, I have shown that Straussian GT aligns with my worldviews as a critical realist pursuing a postpositivist mode of inquiry (O’Boyle, 2017).…”

“…Thus, teachers of the final two years of MYP (M4 and M5) were also part of the research, and I made clear to them that the themes I wished to explore with them would be those considered important by adolescents. Research question 3, including seeking and describing teachers' perceptions, is not explored in this article but is considered elsewhere (O'Boyle, 2017).…”

“…Much of the research related to adolescent creativity is found under the umbrella of gifted and talented education (see for example Kerr & McKay, 2013; Slatter, 2009), which can carry an assumption that high levels of creativity are accessible to only few adolescents. In addition, adolescent creativity research has tended to focus on quantitative psychometric measurements of creativity and its relationship with factors such as academic achievement, creativity training, age, family backgrounds, motivation and self-ratings (see O’Boyle, 2017 for a more detailed discussion).…”