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Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies
Natalie Tacuri1, Mindy R Carter1, Layal Shuman2
1McGill University, Montréal, Quebec, Canada.
Qualitative Inquiry : QI
|February 3, 2025
Summary
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.
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.
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