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Title: Exploring secondary school science teachers' understanding of creativity in their lessons
Author: Price, Gareth
ISNI:       0000 0004 7431 1901
Awarding Body: Sheffield Hallam University
Current Institution: Sheffield Hallam University
Date of Award: 2018
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This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their classroom context. 46 constructs were elicited and sorted into six categories: autonomy, optionality, collaboration, confidence, efficacy and excitement. These categories were further sorted into 3 roles (Enablers, Modifiers and Validators) which allowed a model to be developed showing how the categories interrelated and could drive changes in teacher constructs and perceptions.
Supervisor: Bevins, Stuart Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available