Agent based system for collaborative learning environment in an educational habitat

Vaidya, Nilay; Sajja, Priti Srinivas

doi:10.1109/ictbig.2016.7892644

Cited by 4 publications

(1 citation statement)

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“…Lasky and Yoon (2020) assert that educators can find it difficult to integrate creative pedagogies in their secondary visual arts teaching practice because they lack the lens (i.e. the PCK) with which to perceive and understand creativity in their educational habitat (Vaidya & Sajja, 2017). This necessitates the recommendation for the blend of learner‐centred, teacher‐centred and creative approaches to be embedded into training in order to help teachers achieve the aim of developing creativity in secondary visual art students (Swanzy‐Impraim et al, 2022a).…”

Section: Discussionmentioning

confidence: 99%

Exploring creative pedagogical practices in secondary visual arts programmes in Ghana

Swanzy‐Impraim

Morris

Lummis

et al. 2023

The Curriculum Journal

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Secondary visual arts education provides learners with opportunities to develop critical thinking, and their creative potential, as part of their personal growth. This development happens when visual arts teachers actively integrate creative pedagogies to target creative thinking in learners. Ghana's 2019 National Pre‐tertiary Curriculum Framework has added creativity as one goal for all learners. This research study explores teachers' perceptions and use of creative pedagogies as part of implementing this creativity into their teaching. A multi‐site qualitative case study was conducted in government secondary schools within Sekondi‐Takoradi, Ghana, and data were gathered from interviews and participant observations. The 16 cases specifically examined creative pedagogies in practice in the secondary visual arts programme, as the subject of visual arts is commensurate with developing creativity. The study revealed that teachers' pedagogical perceptions of developing creativity do not align with the actual pedagogies they employ, with teachers being observed to emphasise teacher‐centred pedagogies. It is suggested that the integration of creative pedagogies should be contextualised in Ghana's secondary visual arts programme, in order to support teachers to meet the goal of creativity development for all learners.

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Section: Discussionmentioning

confidence: 99%