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K12 Practitioners' Perceptions of Learning from Failure, Creativity, and Systems Thinking: a Collective Case Study.

T Logan Arrington1, Alison L Moore2, Lauren M Bagdy3

  • 1Department of Educational Technology and Foundations, College of Education, University of West Georgia, Carrollton, GA 30118 USA.

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K12 practitioners integrate systems thinking, creativity, and learning from failure into their practice. These elements are vital for effective problem-solving and professional development in education.

Keywords:
Collective case studyCreativityK12 practitionersK12 teachersLearning from failureSystems thinking

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Area of Science:

  • Educational Psychology
  • Instructional Design
  • Systems Thinking in Education

Background:

  • K12 practitioners' understanding of complex concepts is crucial for effective teaching.
  • Integrating systems thinking, creativity, and learning from failure can enhance professional practice.
  • Human Performance Improvement (HPI) frameworks offer insights into professional development.

Purpose of the Study:

  • To explore K12 practitioners' perceptions of the interplay between systems thinking, creativity, and learning from failure.
  • To identify how these concepts are applied within professional practice.
  • To understand the role of these concepts in problem-solving.

Main Methods:

  • Collective case study design.
  • Targeted K12 practitioners within an instructional design and technology graduate program.
  • Conducted individual, semi-structured interviews.

Main Results:

  • Participants demonstrated an understanding of how learning from failure and creativity manifest in their practice.
  • Systems thinking was perceived as a framework for understanding the interaction of these concepts.
  • Learning from failure and creativity were identified as essential for problem-solving.

Conclusions:

  • Systems thinking, creativity, and learning from failure are interconnected and valuable in K12 professional practice.
  • These concepts can significantly impact problem-solving approaches.
  • Further research can explore practical applications and training for educators.