Creative Pedagogical Approaches Research Articles

Educational Autonomy and the Holocaust: A Comparative Study of Teachers’ Freedom in European Narratives

ABSTRACT While Holocaust memory underscores the significance of freedom, the actual enactment of freedom varies across different countries, posing a vital question for educating about the Holocaust. How do educators navigate this dissonance? Do they serve as conduits for government perspectives, or do they exercise their teacher autonomy? As part of a comparative study examining shifts in Holocaust memory in Europe from 2020 to 2022, my colleagues and I conducted in-depth interviews with 75 Holocaust educators from Poland, Hungary, Germany, and England, inviting them to share their life stories and professional experiences. This article delves into a recurring theme found within these educators’ narratives: the appreciation of freedom and choice. To interpret the significance of this theme, I integrate educational theories on ‘difficult history’ and teacher autonomy with theories of psychological reactance and the freedom quotient (FQ). I draw on Isaiah Berlin's concepts of negative and positive liberty to bridge the personal and societal dimensions. The resulting model provides a framework for the study's findings. As expected, teachers from Poland and Hungary felt their negative liberty was constrained, while those from Germany and England reported a greater degree of autonomy. More surprisingly, limited negative liberty led many interviewees from Poland and Hungary to find powerful ways to express their inner freedom. These included resistance to authority, activism within and beyond the classroom, and the application of diverse and creative pedagogical approaches in EaH. The interviews also pointed to a connection between higher levels of negative liberty in Germany and England, and a plurality of content and goals in EaH within these countries. In light of these findings, I offer policy and educational recommendations.

A Change of Scene: Moving Pedagogical Practice from the Classroom to the Court Room. What Impact Does This Have on Social Work Students’ Feelings of Confidence?

Abstract How effectively higher education institutes are in preparing future Social Workers for practice has been questioned by literature. This action research study focuses on one university in England and was inspired by previous Social Work students’ law module feedback. It considers interventions that could assist in enhancing student satisfaction, confidence and readiness to practice with a focus on court skills. The study explores the impact of simulated court skills days on students’ confidence in comparison to students who did not receive the intervention. Students completing the postgraduate social work course participated in the intervention alongside their law module teaching whilst undergraduate students received the intervention later in the academic year. Nineteen students completed questionnaires which were conducted before and after the law module. Results indicate that students who participated in three court skills days felt more confident in a range of court tasks and felt more ready for practice in comparison to those who had not received the intervention. The research highlights how combining traditional didactic lectures alongside more creative pedagogical approaches can lead to students’ feeling more prepared, confident and ready for front line practice.

Lived experience narratives in health professional education: educators’ perspectives of a co-designed, online mental health education resource

IntroductionMeaningful involvement of people with lived experience is an invaluable approach to education that facilitates the development of knowledge, skills and attitudes for collaborative, compassionate and person-centred healthcare practice. The purpose of this evaluation was to gain health professional educators’ perspectives of an online learning resource that presents the lived experiences of people who have been consumers of the Australian mental health system.MethodsA cross sectional study design was used to survey educators who had registered to use the online education resource. Data were collected using an online survey and follow-up interviews. Two lived experience researchers were involved in the research. Quantitative survey data were analysed descriptively, and qualitative data were analysed thematically.FindingsThe Listening to Voices online education resource is being used in a range of settings. Educators perceived the content facilitated achievement of learning outcomes related to understanding the experiences of people with mental health issues. The free, online, and flexible design of the resource promoted access and helped overcome barriers to including lived experience experts in education. The powerful impact of the resource and importance of creating safe learning environments when using the resource were highlighted. Suggestions for future developments were provided.ConclusionInvolving people with lived experience in education of healthcare students and professionals can assist in developing skills for collaborative, compassionate, and person-centred care. Implementation of co-design principles and the use of creative pedagogical approaches can contribute to the development of impactful educational resources that foreground lived experience. Making these resources flexible and freely available online improves their utility.

Application of Teachers' Creative Pedagogical Learning Approaches to Optimize Students' Interest in Learning at MAN Insan Intellectuals, Palu City

The role of the teacher is in providing varied activity choices, it is hoped that the goal will be interest in learning. The first problem formulation of this research is: How is the description of students' interest in learning before implementing the creative pedagogical approach at MAN Insan Scholar, Palu City, How can the implementation of the creative pedagogical learning approach optimize students' interest in learning at MAN Insan Scholar, Palu City, What is the description of students' interest in learning after implementing the approach? creative pedagogy at MAN Insan Scholar Palu City. Is the application of a creative pedagogical approach effective in optimizing student interest in learning at MAN Insan Scholar Palu City. The aim of this research is that the implementation of a creative pedagogical learning approach can optimize students' interest in learning at MAN Insan Intellectuals, Palu City. The research method is a quantitative approach because it is used to solve the problems faced and is carried out carefully and systematically, and the data collected is in the form of a series or collection of numbers. Based on the results of the hypothesis, it shows that Sig .( 2-tailed) < 0.05, namely 0.000 < 0.05, then the hypothesis is accepted, because Sig.(2-tailed) is below 0.05. So it can be concluded that there is an influence of using a creative pedagogical learning approach on the learning outcomes of Civics class XI students at MAN Insan Scholar, Palu City.

Multilingual, Multimodal, and Multivocal Creative Songwriting based on Tomi Ungerer’s Picturebooksve Songwriting based on Tomi Ungerer’s Picturebooks

Abstract: 
 As creative writing research has shown, literary education in the context of teacher education at university greatly benefits from the collaborative practice of creative forms of literary expression for the development of creative literacies and imaginative agency. Accordingly, this study analyses the creative processes and outcomes of a bilingual songwriting workshop that was carried out in 2022 at the University of Strasbourg with 18 bilingual student teachers, in collaboration with the Franco-German world hip-hop artists Zweierpasch. This creative action research was guided by the following research questions: What are the pedagogical affordances of translingual creative writing for the acquisition of multiliteracies in bilingual education? What are the impacts of this creative writing workshop on the bilingual student teachers’ attitudes and beliefs towards creative pedagogical approaches in bilingual education? What are the effects of this workshop on the development of their linguistic, cultural, and professional identities?
 This study presents a literary analysis of the poetic outcome of this creative action research, as well as an evaluation of the workshop in the form of a qualitative content analysis of the student teachers’ reflections and perspectives. Overall, the student teachers considered creative writing as a valuable pedagogical approach for multimodal literacy teaching and learning in bilingual education. Their discourses reveal the transformation process of their attitudes and beliefs towards creative pedagogical approaches, and the enrichment of their linguistic and cultural identity through multilingual creative writing.
 Keywords:
 Creative writing; multilingual writing; multiliteracies; creative literacies; Tomi Ungerer.

Peculiarities of teaching the academic discipline “Quartet class” in distance learning conditions

The relevance of the article is due to the new realities of today, namely, the transition of most Ukrainian educational institutions to distance learning. This has caused a change in the approach to the educational process and proved the importance of media literacy of educators, their knowledge and mastery of Internet technologies and the introduction of various useful applications into the curriculum.
 The purpose of the article is to overview the innovations of the educational process in modern realities, provide a list of tools and demonstrate the implementation of individual applications capable of modernizing online learning and helping to achieve efficient and high-quality results.
 The methodology. The purpose and objectives of the research have determined its methodology. Methods of empirical knowledge, systematization and generalization have formed the fundamental basis of the study.
 The results. The article highlights the peculiarities of the online learning process. Special attention is paid to the need to improve the media literacy of educators. An overview has been made and references have been chosen for courses, webinars, seminars, online platforms for professional development in the field of digital technologies. It has been proved that such software as Audacity, BandLab, Audio Editor Hokusai, Reaper, Samplitude, Cubase and the following online resources Audio-Joiner, Mp3cut.foxcom, clideo.com, filesmerge.com, solveigmm.com, mp3food.com have become useful in the process of teaching.
 Specific examples of the use of Google’s digital tools have been offered, including Google Classroom, Google form, Google sites. The study has also revealed the importance of individual student work and a systematized list of forms of independent student work in the quartet class has been provided, among them: listening to a given quartet composition; work with a quartet score; understanding of the form of musical works, their semantic load; learning the musical text, taking into account all the composer’s notes; selection of the most profitable application; arrangement of beats and their coordination between members of the ensemble; development of pausing and its coordination with other team members; finding the culminating points of the musical work and building the logical development of its composition.
 The scientific novelty of the article is the description of innovative options for interaction with students in non-standard learning conditions aimed at maximum productivity and success.
 The practical significance of this research lies in the introduction of the proposed ideas into the educational process and the stimulation of creativity development and the use of creative pedagogical approach in communication with students.
 Conclusions. One of the main conclusions of this study is that online teaching of ensemble disciplines, in particular the quartet class, requires a professional, creative pedagogical approach which is highly integrated with knowledge of computer technologies, monitoring of new digital tools that simplify the educational process and make it possible to motivate students and get high learning results. This article represents a kind of impetus for the creative imagination of educators and is aimed at its further development.

Theatre as a Means for Teaching a Second Language

This paper discusses theatre as a way to enhance and/or revitalize the language classroom both in second and foreign language contexts. Theatre and drama have been identified as creative pedagogical approaches to engage students to interact in situations and realistic scenarios in which their second language would be used in an accessible, safe way that adequately prepares them for language use in the real world. Using theatre and drama as instructional support does not disregard current language teaching practices, but provides educators options to enhance their teaching and learning spaces. I hope the discussion presented here will inspire educators to integrate theatre into their classroom contexts because when language is accessible, approachable, and relevant in a fun and meaningful way, language learning and acquisition are achievable.

Spiritual and moral personal development in a summer children’s camp: from the experience of educational work of students of the department of pedagogy of St. Tikhon’s Orthodox University for the humanities

The article examines the activities of the Pedagogical Faculty of the Orthodox St. Tikhon's University for the Humanities in the field of leisure pedagogy. The fea-tures of this activity in the context of spiritual and moral education of children are analyzed and the following conclusions are drawn: Various types of practices are an important form of the leisure activity of a future Orthodox teacher in the context of spiritual and moral education of children. Practice programs should be carefully prepared and include both traditional and innovative creative pedagogical approaches. The latter include the creation of an innovative program "The soul must work", the implementation of which was carried out in the conditions of the children's sanatorium complex "Pearl of Russia" in Anapa, which is the base of the summer practice of the pedagogical faculty. The main content of the program was a system of knowledge, skills, attitudes and beliefs aimed at the formation of spirituality, morality in the organization of children's free time. The content of the program was implemented through the missionary and pedagogical system of the children's sanatorium complex "Gemchujyna Rossii" created on the basis of the pedagogical faculty, which included the following functions: Pastoral care, Missionary activity, Scientific and pedagogical activity. This system operated on the basis of a set of educational principles, methods and means of secular and Orthodox-oriented pedagogy based on the factor of a holistic approach in the formation of a child's personality, taking into account religious (spiritual and moral), ethical and patriotic values. One of the main conditions for the successful implementation of the functions of the missionary-pedagogical system was the "mutual action" of all the above-mentioned methods, forms and means, with the obligatory observance of the creative informal approach, the principles of naturalness, cooperation, voluntari-ness, variability and complementarity.The missionary and pedagogical system of the children's sanatorium complex "Pearl of Russia" has been functioning effectively for more than ten years, which determines the right direction of the activity of the pedagogical Faculty of the Or-thodox St. Tikhon's University for the Humanities in the field of leisure pedagogy.

Inside Out, Outside In: An Experiential Pedagogy for Personal Growth In Management Education

The volatility of the current business environment makes it imperative to manage people effectively in the process of achieving organizational goals. Understanding our own and others' behavior helps in developing competencies necessary for effectively managing people which is an essential prerequisite for managerial effectiveness. Competencies that have direct implications for the self and the interpersonal context are essentially relational at their core. Thus, an experiential pedagogy is justified for optimal learning outcomes. The article explores how an experiential Personal Growth Lab a core curriculum at the onset of the MBA journey, raises students’ self-awareness, develop their ability to understand others and grasp the key aspects of group dynamics by using a mix of experiential and task-based creative pedagogical and logistical approaches.

College students’ perceived teaching presence in emergency remote online mathematics teaching

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities

The National Education Policy 2020 has voiced its interest and need for an evolved pedagogy attuned to the importance of quality education for all. The policy stresses the importance of one such creative pedagogical approach called the cross-curricular pedagogical approach. This study aims to assess the level of awareness and perspective of primary teachers, on the cross-curricular approach for children with developmental disabilities. The sample includes 100 teachers (50 general teachers and 50 special educators) in inclusive schools of Delhi-NCR. The data was collected using the survey method. Results indicate that 56% of general teachers and 80% of special educators are aware of the term ‘cross-curricular pedagogical approach. However, only 22% of general teachers and 34% of special educators have attended workshops and training sessions on cross-curricular pedagogical approaches. Many of the general teachers and special educators expressed a positive perception towards forging linkages between subject disciplines for teaching children with developmental disabilities in inclusive classrooms.

Cultural Exposure as a Creative Experiential Learning Intervention

ABSTRACT Counselor education programs often use cultural immersion as a creative pedagogical approach to foster cultural responsiveness. This form of experiential learning can instill and deepen multicultural and social justice counseling competencies. The purpose of this article is to highlight the potential of a domestic immersion experience as a creative experiential learning intervention by outlining one counselor education program’s experience using a brief cultural immersion trip over the course of three years. The author highlights the importance of using experiential learning to instill cultural responsiveness, describes the cultural immersion trip, and discusses applications for counselor education programs seeking to implement a cultural immersion experience.

Evaluating the impact of an arts-based multimedia knowledge translation assignment on undergraduate nursing students

BackgroundDespite the expectation that nurses utilize research to provide excellent patient care, students often fail to recognize the value of learning about evidence-informed practice. Experiential, creative pedagogical approaches are needed to engage undergraduate nursing students in evidence-informed practice. In two undergraduate courses, we implemented an innovative assignment in which students created an arts-based multimedia knowledge translation presentation to communicate systematic review findings to patients. ObjectiveTo evaluate how the assignment affected nursing students' satisfaction, learning, and anticipated behaviour changes regarding evidence-informed practice and to assess what factors influenced their evaluation of the assignment. Design and methodsKirkpatrick's Evaluation Model and Groff's Theory of Whole-Mindedness informed our study, incorporating an observational cross-sectional survey design. We recruited a convenience sample of nursing students (N = 242) from two baccalaureate programs. We collected data with an online survey comprised of closed- and open-ended questions. Quantitative data were analyzed with descriptive statistics, univariate analysis, and general linear models, and qualitative data with content analysis. ResultsMost students were satisfied (68%) and reported learning (77%) and benefits for their future practice (75%). Age, enjoyment of and experience with the arts, type of motivation, and valuing evidence-informed practice were significant predictors (p < 0.01) and the model predicted 59% of the variance in positive student perceptions of the assignment. Students reported experiencing relational and engaged learning, translating research findings creatively and clearly, understanding complex research concepts through experiential learning, and having frustrations and pragmatic concerns. ConclusionCreative approaches that contextualize research findings hold potential to deepen students' understanding of evidence-informed practice. This study identified key factors that influenced students' evaluation and experience of the assignment. These results provide valuable insights to inform effective implementation of arts-based assignments in nursing education.

Using a multiliteracies approach to foster critical and creative pedagogies for adult learners

Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies’ emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts.

A Music Educator’s Guide to Saving the Planet

As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.

Innovative Pedagogical Approaches in Management Sciences

Abstract Objective: The objective of the paper is to present the chosen innovative pedagogical approaches of teaching in the area of management science and their practical application in the educational process at the Lodz University of Technology, as well as to discuss the opinions of students and managers concerning the innovative pedagogical approaches of teaching. Methodology: The first stage of research was conducted among 200 young respondents (19-24 years old), students of Lodz University of Technology (Poland) in the second and third quarters of 2018. During the research, the indirect method of gathering information, i.e. using a survey technique was applied. The survey was conducted among the students with the application of the techniques of personal survey, electronic survey and paper survey. The second stage of research was conducted among 50 managers of medium and large companies in Poland in the second and third quarters of 2018. The choice of companies to be studied was a deliberate one. During this stage of research, the indirect method of gathering information – using a survey technique was applied. The survey was conducted among the managers with the application of the techniques of personal survey, electronic survey and paper survey. The Likert scale was used for evaluation. Findings: The situation on the labour market, as well as the development of the market of educational services and the development of new technologies cause changes in both the offer and the quality of teaching. In order to increase the quality of the educational offer and the degree of satisfaction of students and employers, universities introduce new teaching methods and new didactic tools based on the creative pedagogical approaches. The research results confirm the positive evaluation of Problem-based learning and Design Thinking approaches by students and companies representatives. However, closer cooperation between university and companies is expected both by students and managers. Value Added: In this paper, apart from presenting the theoretical and practical possibilities of using Problem-based learning and Design Thinking approaches of teaching in the area of management science, the opinions of students and companies’ representatives were also presented. Recommendations: Effective teaching in the field of management at the universities is a difficult and complex process. Management is − by its character − closely related to business practice. Therefore, a management graduate should, in addition to having theoretical knowledge, be prepared to solve real problems in the enterprise.

Archives 101: Engaging Post-Secondary Students with Primary Sources

This article documents a productive partnership between a local archives and a community college that resulted in an enhanced learning experience for students and provided an opportunity to connect the archives with an underserved audience. Students were asked to creatively commemorate the life of a soldier or nurse who served in the First World War using archival military service files as inspiration. Through the project, students developed their research and communication skills and became familiar with the functions of an archives and the utility of working with primary source documents. The project successfully blended archival research with a creative pedagogical approach and serves as a model that could be adapted to fit a diverse range of subjects, using a variety of archival collections.

Teaching Qualitative Research: Fostering Student Curiosity through an Arts-Informed Pedagogy

Creative pedagogical approaches in higher education can facilitate students’ journey in thinking like and becoming a qualitative researcher. Pedagogical approaches tend to focus on procedural steps of qualitative research neglecting students’ development of cognitive skills and reflective capacity. Arts-informed teaching methods for qualitative research show promise as an educational development in stimulating student interest and expanding their understanding of qualitative research through an experiential approach to learning. In this article, the use of an arts-informed pedagogy to structure a graduate level qualitative research course is discussed. This pedagogy, grounded in experiential teaching-learning theories, was developed to foster students’ curiosity as well as their capacity to think like a qualitative researcher through arts media including poetry, dance, film and story. If space is created in the classroom for curiosity to become a disposition and habit of mind, students may be inspired to be perpetually inquisitive and as such, think like a qualitative researcher.

Early Career Resilience: Interdisciplinary Insights to Support Professional Education of Radiation Therapists

BackgroundA number of studies across a range of countries have indicated a proportion of the radiotherapy workforce may be experiencing burnout. Furthermore, current national attrition from UK radiotherapy training programs is approximately 36%. The consequence is a potential shortfall in qualifying practitioners. The loss of skilled practitioners from the workplace through burnout and a reduction in the numbers qualifying at a time of rising cancer referrals have implications on the ability of radiotherapy services to keep pace with demand. A report from the College of Radiographers on the factors affecting attrition from UK training programs recommends the development of emotional resilience as part of the educational preparation for therapists, but failed to identify specific interventions that may help. Radiation therapists are not unique in terms of their exposure to the potential of burnout, and other professionals share similar concerns. In this article, we report on an interdisciplinary study of professional resilience, which indicates that there is much we can learn from other professions that are engaged in emotional labour. The concept of “resilience” is important in retention studies, but research in this field is limited by a lack of detailed accounts of resilience in specific professional contexts with few accounts of strategies in professional education to develop resilience. AimThe purpose of this study was to identify what supports and hinders the development of professional resilience in early career professionals and in professions involving emotional and moral challenge, such as radiation therapy, and what creative pedagogical approaches may help to develop resilience. MethodsUsing a mixed method design, more than 50 participants were invited to participate from radiotherapy, social work, and teacher education. A combination of survey research, interpretative interviews, and innovative group activities were used across four key groups; early career professionals, current students, higher education lecturers, and work-based professionals who support students. Purposive sampling was undertaken with codes, themes, and texts used iteratively to develop an understanding of professional resilience. Coding was informed by principles of constructivist grounded theory to allow for the identification of themes. Peer debriefing was used to agree on the coding structure, and member checking was used to confirm identified themes with research participants. ResultsEmergent themes indicate resilience is dependent on a complex interplay between individual and organizational (or situated) characteristics.The key concepts were (1) transitions: new identity demands; (2) organizational and systemic issues: being treated unfairly, team culture, difficult cases, feedback and support, and professional demands; (3) personal characteristics: personal actions and personal qualities (accepting, confidence, forms of reflection, interpersonal skills, and positive psychology); and (4) professionality: agency, commitment, moral purpose, and value. ConclusionBy addressing issues of resilience, course credibility is enhanced as a preparation for professional life, with a subsequent corollary of reduced attrition.The data from this study can be used to inform a creative curriculum to enhance professional resilience in students and early career professionals.

Ethnocinema and the Vulnerable Methods of Creative Public Pedagogies

In ethnocinematic collaboration, participants and researchers share what it means to be culturally-embedded and critical fellow-travelers, and explore their similarities and differences within evolving creative research and pedagogical approaches. Ethnocinema shares characteristics with autoethnography, drawing on culturally-embedded personal perspectives and expression, which are political and scholarly in their execution and scope. Creative methods like ethnocinema thrive in the emerging digital technological landscape, and are able to speak to global audiences through online dissemination strategies. Drawing on the principles of public pedagogy, this essay articulates in practical terms how to “do” ethnocinema and ethnovideo as a video-based creative and collaborative method.