Creativity plays a significant role in language education . Is there any framework to investigate the factors that foster or impede creativity in English classes in EFL context in order to theorize the useful strategies teachers can apply to have a creative classroom with creative students?
Dear colleagues, your academic views are really invaluable.
Dear Farangis Shahidzade:
Congratulations and thank you so much for asking this most important question, How can I investigate the factors that foster or impede creativity in English classes in EFL context (creative teaching strategies)?
With regard to such a topic, actually, teachers might perceive creativity as one of the skills in them, but do they really foster it in their students? In this respect, discussion and further to this research, we should suggest the target training needs for the teachers. Accordingly, Kaufman et al. (2016) focus on definitions and conceptions regarding this subject matter and discuss the Four-C Model of Creativity and implications for this model. They also discuss the relationship between creativity and achievement, creativity assessment, and the importance of cultivating creative metacognition.
In what follows, Kaufman et al. (2016) briefly summarize a few key insights and provide a list of recent resources for educators interested in cultivating students’ creative potential in the classroom.
What is creativity? Creativity involves a combination of originality and appropriateness. Judgments of creativity also occur in a particular context.
How to think about creativity? Researchers have categorized creativity in many ways. The Four-C Model highlights a developmental progression that includes four levels of creativity: mini-c (subjective), little-c (everyday), Pro-c (professional), and Big-C (legendary) creativity.
What is classroom creativity? In most cases, the levels of creativity of most concern to teachers are mini-c and little-c creativity. Teachers can support the development of students’ mini-c insights into little-c contributions by providing supportive feedback.
Is there a link between creativity and learning? Creativity researchers and several prominent learning theorists have long asserted that creativity and learning are linked. Research has also demonstrated a link between creativity and achievement. The findings, however, are somewhat equivocal. Additional research is needed to better understand the nature of this relationship in school and classroom contexts.
What can teachers do to support creativity? There are several things that teachers can do to support creativity. Many of our suggestions described herein simply require increased awareness and making slight adjustments to one’s existing instructional and assessment practices. Honest and supportive feedback is one of the best ways to encourage and support student creativity. Once teachers have a working understanding of creativity, they can then actively encourage it from and demonstrate it for their students.
Bibliographical reference
Kaufman, J. C., Beghetto, R. A., & Dilley, A. (2016). Understanding creativity in the schools. In Psychosocial Skills and School Systems in the 21st Century (pp. 133-153). Springer, Cham.
Best wishes,
Javier.
This study requires a lot of effort in order to be achieved. First of all, you have to specify through the literature how “creativity” is being translated and what practices are considered as creative. Then, you have to make classroom observations in order to locate “creative” and ”non-creative“ teachers. Both groups of teachers should complete a questionnaire and be interviewed. The creative teachers should be asked about the methods they use, their feelings/emotions/beliefs about learning and school and many others. The non-creative teachers should be asked to mention again their feelings/emotions/beliefs about learning and they have to list factors which may impede creativity. Also, the observations should focus on internal and external factors during teaching which enhance/impede ther creativity of the teachers
dear professor@Georgios P. Georgiou
I don't know how to thank you for your illuminating answer. it couldn't be better.
Farangis,
There are many factors that affect teaching and learning, and many of them are not under the direct control of the teacher.
In my work, I use the definition of Joseph Campbell that creativity is defined as innovation. Some academic programs are open to innovation, but some limit it. You could have a teacher who is capable of being creative, but who is not allowed to be, or is limited. And, of course, some creativity (innovation) might go beyond what the students are willing to embrace.
Article Environmental factors affecting Computer Assisted Language L...
dear@ Michael W. Marek,
as a research project, I want to investigate these factors in English language classes. but I am not certain about the appropriate methodology to apply and gather data. im sure your contribution is illuminating to me. thank you for your invaluable comments
The following links can hopefully provide you with an appropriate methodology required for measuring creativity in L2 classes:
https://www.pulib.sk/web/kniznica/elpub/dokument/.../subor/Cimermanova.pdf
https://www.danielxerri.com/.../4/.../mede_creativity_in_english_language_teaching.pdf
www.mdpi.com/2227-7102/6/4/36/pdf
https://www.sciencedirect.com/science/article/pii/.../pdf?md5...pid=1-s2.0...pdf...
https://www.researchgate.net/.../42792429_Creative_Learning_and_Possibility_Thinkin..
Best of luck,
R. Biria
Dear Farangis Shahidzade:
Congratulations and thank you so much for asking this most important question, How can I investigate the factors that foster or impede creativity in English classes in EFL context (creative teaching strategies)?
With regard to such a topic, actually, teachers might perceive creativity as one of the skills in them, but do they really foster it in their students? In this respect, discussion and further to this research, we should suggest the target training needs for the teachers. Accordingly, Kaufman et al. (2016) focus on definitions and conceptions regarding this subject matter and discuss the Four-C Model of Creativity and implications for this model. They also discuss the relationship between creativity and achievement, creativity assessment, and the importance of cultivating creative metacognition.
In what follows, Kaufman et al. (2016) briefly summarize a few key insights and provide a list of recent resources for educators interested in cultivating students’ creative potential in the classroom.
What is creativity? Creativity involves a combination of originality and appropriateness. Judgments of creativity also occur in a particular context.
How to think about creativity? Researchers have categorized creativity in many ways. The Four-C Model highlights a developmental progression that includes four levels of creativity: mini-c (subjective), little-c (everyday), Pro-c (professional), and Big-C (legendary) creativity.
What is classroom creativity? In most cases, the levels of creativity of most concern to teachers are mini-c and little-c creativity. Teachers can support the development of students’ mini-c insights into little-c contributions by providing supportive feedback.
Is there a link between creativity and learning? Creativity researchers and several prominent learning theorists have long asserted that creativity and learning are linked. Research has also demonstrated a link between creativity and achievement. The findings, however, are somewhat equivocal. Additional research is needed to better understand the nature of this relationship in school and classroom contexts.
What can teachers do to support creativity? There are several things that teachers can do to support creativity. Many of our suggestions described herein simply require increased awareness and making slight adjustments to one’s existing instructional and assessment practices. Honest and supportive feedback is one of the best ways to encourage and support student creativity. Once teachers have a working understanding of creativity, they can then actively encourage it from and demonstrate it for their students.
Bibliographical reference
Kaufman, J. C., Beghetto, R. A., & Dilley, A. (2016). Understanding creativity in the schools. In Psychosocial Skills and School Systems in the 21st Century (pp. 133-153). Springer, Cham.
Best wishes,
Javier.
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