Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Abstract

In preparing students for living in the 21st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools’ curricula around the world is that creativity is seen as ‘for all’ and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21st century skills have been inserted into many countries’ curricula. In a school setting these key capabilities are at risk of marginalisation as they are secondary to core curricular, hard to define and difficult to assess. This vulnerability particularly applies to secondary education as many schools place priority on exacting external examinations which may, or may not, appraise these skills. There is no denying the importance placed on creativity, yet research is minimal in providing a clear picture of how high schools might incorporate creativity and creative thinking into and alongside an already packed curriculum.The purpose of this study was to explore understandings of creativity and the enactment of creative thinking in the secondary classroom. The study attempts to answer the following questions:· What are teachers’ understandings of creativity?· Are there substantial differences in thinking and approaches across learning domains?· What are the perceived possibilities and tensions of enacting creativity in the secondary classroom?Whilst several studies suggest teachers are insufficiently knowledgeable about creativity and there is a lack of professional development in this area, the problem may be more deep-rooted. Perceiving how teachers act, understand, enact, and foster creativity helps to fill the gap in current literature. Since the introduction of creative thinking into the Australian Curriculum 2009, there has been limited study of how this capability is being enacted. Most research in this area has concentrated on primary education or the gifted and talented.Data collection for this study consisted of interviews with key stakeholders of a metropolitan secondary school in Australia: the principal, members of the senior management team, teachers of observed classes and some students from the same classes. The school I visited was chosen as a purposeful sample because the ‘possibilities’ of teaching creativity were apparent, fruitful and had the potential to inform other stakeholders. Cultural-Historical Activity Theory was utilised as an analytical framework, to represent teachers’ understandings of creativity in the specific context of their professional practice. The study highlights the problematics which emerged as teachers interpreted and taught this capability and indicates possibilities for development. Tensions and contradictions, as well as possibilities, indicate a capacity for transformation.Several key findings emerged. At a conceptual level, the teachers were strongly committed to fostering creativity and creative thinking in their classrooms. They had a current understanding of the creativity and recognised certain social and environmental needs of students in order to facilitate productive activities. There were commonalities of pedagogical choices and significant support for greater facilitation. Teachers believed a classroom environment that fosters creativity provides students with choices, opportunities to collaborate, and a safe environment that accepts ambiguity and encourages risk-taking.However, there are implications for enabling enactment in a secondary school setting. Teachers expressed a need for further professional development and stressed the impact of curriculum constraints on time to foster creative thinking. More noteworthy is the perception that students are unwilling to take intellectual risks. The Australian Curriculum alludes to the need for students to take such risks, yet, reducing this suggestion to practice is complex and problematic. Proposals for change should go beyond both the simplistic provision of providing a safe environment and engaging activities that derive positive outcomes suggested in the literature. Recommendations informed by research suggest this begins with a whole-school culture which values student voice, expects adults to exemplify creativity, and reaches beyond the classroom to the community. The more systemic constraints of being time-poor due to curriculum constraints and bound by high stakes assessment are more reliant on school/curriculum intervention or focused professional development. At present, these findings indicate a need for further research and professional development in order to provide teachers with the understanding and autonomy to ensure their classrooms are positive, safe spaces where students are confident risk-takers. Such professional development could encourage a common language that is shared with students to promote shared understandings. The review of the literature found that the voice of the teacher in curriculum reform is largely unheard. This study provides the voices of teachers to understand the possibilities and problematics of implementing creativity within the curriculum. ​​​​​​​