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Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies.

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Summary
This summary is machine-generated.

Pre-service teachers in Canadian higher education explored classroom creativity limits. Findings reveal physical space, assessment methods, and systemic challenges impact creative teaching, highlighting the need for developing creative agency.

Keywords:
Harris Creativity Auditcreativityparticipatory designpre-service teacherssketch modeling

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Area of Science:

  • Education
  • Higher Education Pedagogy
  • Creativity Studies

Background:

  • Pre-service teachers' understanding of creativity is crucial for fostering innovative learning environments.
  • Canadian higher education institutions are exploring ways to enhance creativity in teaching practices.

Purpose of the Study:

  • To examine pre-service teachers' perceptions and experiences regarding the boundaries of classroom creativity.
  • To identify factors influencing the implementation of creativity in higher education.

Main Methods:

  • A modified Harris Creativity Audit was administered to assess preliminary understandings.
  • A two-part workshop incorporated participatory design and sketch modeling.
  • Qualitative data analysis identified key themes related to classroom creativity.

Main Results:

  • Three emergent themes: the influence of physical space on creativity, challenges in assessing creativity, and systemic barriers within the educational system.
  • Participants' perceptions of creativity's value and feasibility in teaching were explored.
  • The study identified specific limitations encountered by pre-service teachers.

Conclusions:

  • Understanding the limits of classroom creativity is essential for empowering educators.
  • Developing creative agency requires addressing physical, assessment, and systemic factors.
  • This research contributes to a larger project focused on fostering creativity in higher education.