Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana

Exploring creative pedagogical practices in secondary visual arts programmes in Ghana

“…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).…”

“…A balance of teacher-centred and learner-centred approaches employed as part of teachers' creative pedagogies is suggested to best inspire and develop creativity in students F I G U R E 1 Lins' framework of creative pedagogy (Lin, 2011). (Eisner, 2005;Swanzy-Impraim et al, 2022a). One approach is not better than the other; teachers need to be skilled at selecting the most effective strategies for their practice.…”

“…While embedding creativity in policy documents as a starting point, Li and Li (2019) contend that it embedding a goal in policy is not enough to achieve it; teachers play a crucial role in the creativity‐fostering process. The effective development of creativity in learners is shaped by a teacher's understanding of creativity as a concept and process, and their use of creative pedagogies in practice (Ball et al, 2012; Swanzy‐Impraim et al, 2022a, 2022b). Additionally, Ball et al (2012) argue that policy enactment is framed and shaped by how teachers interact with discourses in the policy, such as their context of practice, prior knowledge of policy, beliefs and experiences of teachers, and teaching and their psychosocial, and affective facets as part of the educational ecosystem.…”

“…However, some teacher‐led pedagogies, such as teacher‐facilitated dialogue and debate, can support the development of creative thinking skills. A balance of teacher‐centred and learner‐centred approaches employed as part of teachers' creative pedagogies is suggested to best inspire and develop creativity in students (Eisner, 2005; Swanzy‐Impraim et al, 2022a). One approach is not better than the other; teachers need to be skilled at selecting the most effective strategies for their practice.…”

“…While embedding creativity in policy documents as a starting point, Li and Li (2019) contend that it embedding a goal in policy is not enough to achieve it; teachers play a crucial role in the creativity-fostering process. The effective development of creativity in learners is shaped by a teacher's understanding of creativity as a concept and process, and their use of creative pedagogies in practice (Ball et al, 2012;Swanzy-Impraim et al, 2022a, 2022b.…”