Teachers' Conceptions of Student Creativity in Higher Education

Autor/inn/en	Jahnke, Isa; Haertel, Tobias; Wildt, Johannes
Titel	Teachers' Conceptions of Student Creativity in Higher Education
Quelle	In: Innovations in Education and Teaching International, 54 (2017) 1, S.87-95 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1088396
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Undergraduate Students; Creativity; Higher Education; Questionnaires; Classification; Models; Curriculum Design; Reflection; Decision Making; Personality Traits; Learning Motivation; Student Developed Materials; Perspective Taking; Concept Formation; Learning Processes; Independent Study; Semi Structured Interviews; Germany + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Kreativität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Lehrplangestaltung; Decision-making; Entscheidungsfindung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Motivation for studies; Lernmotivation; Zukunftsperspektive; Concept learning; Begriffsbildung; Learning process; Lernprozess; Selbststudium; Deutschland
Abstract	Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and online questionnaire have been used in this study. From the teacher perspective, student creativity is categorised into a 6-Facet-Model, in which teachers "see" student creativity expressed through (1) student self-reflections, (2) independent decisions, (3) through curiosity and motivation, (4) producing something, (5) multi-perspectives and (6) when students develop original new ideas. The results provide a new understanding of student creativity from university teachers' perspective that is useful for re-organising course designs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01