Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746313
Title: Mexican Higher Education teachers' and students' conceptions of creativity and the teaching skills needed to promote it : towards the development of a tool to promote teachers' reflection
Author: Dabdoub Alvarado, L.
ISNI:       0000 0004 7231 0796
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Creativity has being identified as a key factor for adequately addressing the challenges individuals are required to face in a globalized world, with a quick rate of change where knowledge becomes obsolete very rapidly and where knowledge creation is the basis of the development of a knowledge society. Generating programmes and strategies to promote teachers’ skills for creative teaching is therefore important to accomplish the goal of facilitating students’ creativity. The aim of this research was to develop a tool to facilitate teachers’ reflection in relation to what they actually do that may promote students’ creativity and also to help them in identifying the kinds of changes they could make to improve their teaching to support students’ creativity. Teachers’ implicit theories in relation to creativity are important as they may influence the decisions they undertake in relation to their pedagogical strategies, behaviours and attitudes in the educational environment. The research was undertaken in a public university in Mexico City, to identify Mexican Higher education students’ and teachers’ conceptions of creativity, of what enhances or hinders creativity in the classroom environment and what characterizes a creative teacher. A pedagogical model for ‘creative teaching for creativity’, was developed using findings from the research. To design the model salient indicators of creative teaching and creative teachers from previous research and explicit theories were also taken into account. Results of the pilot study of the instrument, called ‘Crea-teach’, demonstrated that it accomplished the aim for which it was created since teachers’ reported that the tool helped them to reflect on their teaching as well as to identify some of the changes they could make to promote students’ creativity.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746313  DOI: Not available
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