Abstract
The aim of this study was to explore what kinds of conceptions of creativity and learning Finnish teachers and teacher students expressed, and how these conceptions were related to the respondents’ epistemologies (conceptions of knowledge and learning). The participants (n = 89) answered an e-form, consisting of 3 open-ended questions (conceptions of learning, creativity and the connection between the two). In addition, there were 23 two-part Likert-type statements on epistemologies (Lonka et al., 2008) as well as 10 background questions. Mixed method approach was used to analyze the conceptions that the respondents’ expressed. Two qualitative categories of conceptions of learning came from previous research, Constructivity and active epistemology (Lonka, Joram, & Bryson, 1996). A new category also emerged: Collaborativity of learning. The answers about creativity were classified based on whether creativity was viewed as an inborn ability or something changeable, whether focus was on product or process, and whether creativity was seen as collaborative. The participants’ open-ended conceptions of learning reflected a view of learning as teacher-regulated assimilation, whereas their (structured) epistemologies higlighted reflection and deep-level learning. Creativity was viewed as something that can be improved, focusing on the collaborative process. A link between learning and creativity was identified. It shall be of interest to see, how such epistemic stands would be related to group work.
Highlights
Changing knowledge society sets new demands for our school system (i.e. Sahlberg, 2009; Hargreaves, How to cite this paper: Vedenpää, I., & Lonka, K. (2014)
At the one end of the continuum of active epistemology the learners are seen as active, intentional actors who are responsible for their own learning, at the other end of the continuum the learners are seen as objects who passively receive what is taught by a teacher
The results show that learning was viewed as assimilation
Summary
Changing knowledge society sets new demands for our school system (i.e. Sahlberg, 2009; Hargreaves, How to cite this paper: Vedenpää, I., & Lonka, K. (2014). Changing knowledge society sets new demands for our school system Sahlberg, 2009; Hargreaves, How to cite this paper: Vedenpää, I., & Lonka, K. Teachers’ and Teacher Students’ Conceptions of Learning and Creativity. 2003; Hakkarainen, Lonka, & Lipponen, 2004). Moran (2010) questions, how educators will accomplish the feat of educating the generation for a future that cannot be foreseen and is not readily predictable from what currently exists. It is clear that in constantly evolving knowledge society, propagating knowledge from the past is not enough anymore
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