TAG teachers:<i>Only the creative need apply</i>

Rejskind, Gillian

doi:10.1080/02783190009554023

Cited by 31 publications

(28 citation statements)

References 18 publications

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“…6, No. 6;2013 although they are involved with creativity everyday (Rejskind, 2000). Jeffrey & Craft (2006) and Woods (1995) found that creative instructors are:…”

Section: Creative Teachingmentioning

confidence: 99%

A Review of Research on Creative Teachers in Higher Education

Ayob¹,

Hussain²,

Majid³

2013

IES

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Effective instructors often have a creative nature. However, the assessment of creative instructors is something that is very rarely seen in the literature of creativity in Malaysia. In fact, in education, there is little information on the practice of creative instructors. However, there are benefits to study creative instructors: in education, it can describe ways to enhance creativity and enrich teaching practices, and in psychology, it can increase our understanding of the social and interpersonal creativity, and creativity in daily practice. This paper reviews research on creative instructors which was conducted throughout the world.

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“…6, No. 6;2013 although they are involved with creativity everyday (Rejskind, 2000). Jeffrey & Craft (2006) and Woods (1995) found that creative instructors are:…”

Section: Creative Teachingmentioning

confidence: 99%

A Review of Research on Creative Teachers in Higher Education

Ayob¹,

Hussain²,

Majid³

2013

IES

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“…Unlike widely heralded creative acts in the sciences and popular culture, teacher creativity is fleeting, classroom confined, and coded as commonplace (Rejskind, 2000). Teacher creativity may ebb and flow but when present, it enriches the learning environment through the four attributes of relevance of the learning to the student, ownership of knowledge by the student, control of the learning processes through self-motivation , and innovation where by something new is realized or gained (Jeffrey, 2006, pp.…”

Section: Teacher Creativitymentioning

confidence: 99%

OER Awareness and Use: The Affinity Between Higher Education and K-12

Blomgren

2018

IRRODL

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Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as usergenerated content, instructor creativity, and contextualized and responsively timely learning opportunities.Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.

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“…In practice, this can be done, for example, by applying learning methods that require groups to formulate hypotheses, provide explanations, interpret texts, conceptualise their own experiences through theory and describe observations (Arvaja, 2011;Fleith, 2000;Mercer et al, 2010;Ruiz-Primo, Briggs, Iverson, Talbot, & Shepard, 2011;Sawyer, 2004;Scardamalia & Bereiter, 2006). Added to this, Craft (2005) has shown that creativity in classrooms can be supported by involving questioning and challenging, investigating connections and relationships, envisaging hypotheses, exploring ideas and reflecting critically (see also Rejskind, 2000).…”

Section: Pedagogical Bases For Orchestrationmentioning

confidence: 99%

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

Hämäläinen

Vähäsantanen

2011

Educational Research Review

145

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The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical grounding, the second section describes principles for orchestrating productive collaborative learning and supporting creativity from the teacher's perspective. We discuss three dimensions related to how teachers can bring about collaborative learning and creativity: (1) general pedagogical bases, (2) teachers' pre-and real-time activities and (3) opportunities and challenges for teacher activities. The review is concluded with theoretical and practical implications regarding collaborative learning and creativity.

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TAG teachers:Only the creative need apply

Cited by 31 publications

References 18 publications

A Review of Research on Creative Teachers in Higher Education

A Review of Research on Creative Teachers in Higher Education

OER Awareness and Use: The Affinity Between Higher Education and K-12

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

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