Teacher Learning in Changing Contexts

Goldman, Susan R.; Superfine, Alison Castro; Ko, Mon-Lin Monica

doi:10.4324/9781003097112-1

Cited by 3 publications

(1 citation statement)

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“…Key groups directly connected to teacher's development environment include students, students' parents, colleagues, school leaders, and the teacher's family. The diverse expectations, characteristics of stakeholders, and feedback from these groups influence teachers' goals, professional identity, and behaviors during contextual interactions (Beijaard et al, 2004;Goldman et al, 2022;Supovitz et al, 2010).…”

Section: Ecological Systems Theorymentioning

confidence: 99%

A Systematic Review of Factors Influencing K-12 Teachers' Creative Teaching Across Different Forms: An Ecological Perspective

Yang,

Shen,

Cropley

et al. 2024

Preprint

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The question of why creativity lacks effective integration in education deserves further exploration, especially regarding its various forms and contexts. This systematic review analyzes the literature on factors influencing K-12 creative teaching until 2022, focusing on two facets: (a) diverse forms (for, with, integrated), and (b) the ecological system (individual, micro, meso, exo, macro) of creative teaching. Key findings reveal: (1) a predominant emphasis on the for form; (2) factors emphasize the individual system, such as teachers’ beliefs and attitudes; (3) environmental factors shift from positive to negative across micro to macro systems. Implications for practice and future research are discussed.

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Section: Ecological Systems Theorymentioning

confidence: 99%