Training teachers for twenty-first century creative and critical thinking: Australian implications from an international study

Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and cr...

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Published inTeaching education (Columbia, S.C.) Vol. 29; no. 3; pp. 234 - 250
Main Authors Harris, Anne, de Bruin, Leon R.
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2018
Subjects
Australian curriculum
Barriers
creative and critical thinking
Creative Thinking
Creativity
Critical Thinking
Educational Environment
Educational Strategies
Foreign Countries
general capabilities
Measures (Individuals)
Secondary School Teachers
Teacher Education
Teacher Role
Teaching Methods
Australia
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Abstract Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment's, students' and teachers' creative skills and capacities, pedagogic practices and assessment of creativity across the 'education lifespan'.
AbstractList Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment's, students' and teachers' creative skills and capacities, pedagogic practices and assessment of creativity across the 'education lifespan'.
Audience Secondary Education
Author Harris, Anne
de Bruin, Leon R.
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  givenname: Leon R.
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  fullname: de Bruin, Leon R.
  email: Leon.debruin@monash.edu
  organization: Faculty of Education, Monash University
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SubjectTerms Australian curriculum
Barriers
creative and critical thinking
Creative Thinking
Creativity
Critical Thinking
Educational Environment
Educational Strategies
Foreign Countries
general capabilities
Measures (Individuals)
Secondary School Teachers
Teacher Education
Teacher Role
Teaching Methods
Title Training teachers for twenty-first century creative and critical thinking: Australian implications from an international study
URI https://www.tandfonline.com/doi/abs/10.1080/10476210.2017.1384802
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