[PDF][PDF] Some student teachers' conceptions of creativity in primary school history
A Blake, G Edwards, DP Newton… - International Journal of …, 2010 - history.org.uk
A Blake, G Edwards, DP Newton, LD Newton
International Journal of Historical Learning, Teaching and Research, 2010•history.org.ukBeliefs about the relationship between history and creativity influence how the subject is
taught. This study used phenomenographic analysis to identify some pre-service teachers'
conceptions of creativity in elementary history lessons (49 postgraduate students on a
course leading to qualified teacher status). While student conceptions are consistent with
some general and specific views about creativity in the history classroom, most were found
to equate more with creativity in or to history, than creative thinking about history …
taught. This study used phenomenographic analysis to identify some pre-service teachers'
conceptions of creativity in elementary history lessons (49 postgraduate students on a
course leading to qualified teacher status). While student conceptions are consistent with
some general and specific views about creativity in the history classroom, most were found
to equate more with creativity in or to history, than creative thinking about history …
Abstract
Beliefs about the relationship between history and creativity influence how the subject is taught. This study used phenomenographic analysis to identify some pre-service teachers’ conceptions of creativity in elementary history lessons (49 postgraduate students on a course leading to qualified teacher status). While student conceptions are consistent with some general and specific views about creativity in the history classroom, most were found to equate more with creativity in or to history, than creative thinking about history. Furthermore, although students recognised creativity as worthwhile and of value, assessing creativity in history was problematic and a number of significant obstacles to employing creative approaches to history teaching and learning have been identified. Recommendations are made relating to how pre-service teachers can be encouraged to understand and apply such approaches to the classroom.
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