Exploring the types of teaching-learning activities and teaching strategies to cultivate creativity and aesthetic sensibility in English subject

Abstract

The purpose of this study is to find out what types of teaching and learning activities and teaching strategies are used by preliminary English teachers to cultivate creativity and aesthetic sensibility skills. For this purpose, the lesson plans and classroom demonstrations of 29 pre-service English teachers were analyzed to find out the teaching and learning activities and strategies used. The main results and implications of this study are as follows. First, preliminary English teachers didn t seem to have any particular difficulty in giving classes to cultivate creativity or aesthetic sensibility capabilities, but they will need to expand their scope to meet future English education goals. Second, in the case of teaching-learning activities or strategies to cultivate converging thinking or aesthetic sensibility capabilities, diversity was insufficient, so it should be supplemented. In addition to this, this study suggests that preliminary English teachers should be given an opportunity not only to give classes that can cultivate creativity/aesthetic sensibility, but also to demonstrate the ability to engage in teaching activities with creative/aesthetic sensibility.