Creative Education Research Articles

STRUCTURAL-SUBSTANTIVE MODEL OF FORMATION OF PEDAGOGICAL CREATIVITY OF FUTURE TEACHERS OF COMPUTER SCIENCE

Socio-economic development in society reflects the high demand for a creative person who can successfully solve problems and change their behavior. Modern conditions increase the need for active, business-minded, creative professionals who are able to move forward and solve various problems on their own in non-standard situations. To be confident in the face of constant change, a future computer science teacher must activate his or her creativity and help students discover their potential and focus on solving the problem. The social demand for education is determined by the needs of the state, society and social groups. In this regard, the social order for creative people capable of creativity, striving for innovation and scientific achievements, non-standard, original thinking makes the issue of formation of pedagogical creativity of future computer science teachers relevant. The purpose of the structural and content model of the formation of pedagogical creativity of future teachers of computer science is to form their ability to pedagogical creativity: the student's understanding of the meaning and content of pedagogical creativity; aspiration of the student to the formation of pedagogical creativity. Creativity and innovation are an integral part of the learning process and the basis of all disciplines. They are an important aspect of how to teach in the process. In addition, creativity and innovation are crucial for teachers who are improving their professional skills. In terms of creativity, teachers play an important and key role in universities, as they provide organizational support for innovation and creativity in the teaching process. The high level of creativity of teachers contributes to the development of students - to increase their competence and demand in the labor market. However, if there is a big difference between the high level of creativity of the teacher and the low level of perception of students, the high creativity of the teacher has a negative impact. In addition, factors that may have a negative impact are: irrationalism on one or both sides; lack of constructivism, low level of communication skills of the teacher; lack of feedback in the learning process, etc. The considered world trends in the development of education are general. In addition, there are new trends in the development of different types and levels of education, depending on their goals, characteristics, the nature of implementation and the new social requirements for the level of training of relevant graduates.

Pedagogical conditions for developing the creativity of future teachers in the process of their professional training

Antonova, O. (2012). The essence of the concept of creativity: problems and searches. Theoretical and applied aspects of the development of creative education in higher educational establisjments: a monograph, edited by O.A. Dubasenyuk. Zhytomyr: I. Franko Publishing house, 14–41. (In Ukrainian) Batyuta, T., & Dychkivs’ka, I. (2001). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Dychkivs’ka, I. (2011). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Edens, D., Dy, H., Dalske, J., & Strain, C. (2015). Cognitive Skills Development Among Transfer College Students: An Analysis by Student Gender and Race. Journal of Education and Training, 2, 117-135. https://doi.org/10.5296/jet.v2i2.7227 Glazkova, I., Khatuntseva, S., & Yaroshchuk, L. (2020). Professional pedagogical culture. Historical culturological aspect. Romanian magazine for multidimensional education, 12(3), 144-161. https://doi.org/10.18662/rrem/12.3/314 Jackson, N. (2013). Developing Students' Creativity through a Higher Education. International Symposium on «Cultivation of Creativity in University Students», Macao Polytechnic Institute. https://acortar.link/Cp736f Khymynets’, V. (2009). Innovative educational activity. Ternopil: Mandrivets’. (In Ukrainian) Kurok, V., Tkachenko, N., Burchak, S., Kurok, R., & Burchak, L. (2022). Developing Intending Teachers’ Creativity in the Process of Their Professional Training in the Context of Educational Transformations. Romanian Magazine for Multidimensional Education, 14(1), 246-262. Lubart, T. (2010). Children’s creative potential: an empirical study of measurement issues. Learning and Individual Differences, 20, 388-392. Marieiev, D., Marieievа T., Yaroshevska, L., Kaminskyy, V., & Viesova, O. (2023). Modern Teacher Education in Ukraine and EU Countries: Transformation, Vectors of Development. Journal of Higher Education Theory and Practice, 23(5). https://doi.org/10.33423/jhetp.v23i5.5947 Nerubasska, A., & Maksymchuk, B. (2020). The Demarkation of creativity, talent and genius in humans: a systemic aspect. Postmodern openings, 11(2), 240-255. https://doi.org/10.18662/po/11.2/172 Novolokova, N. (2019). Encyclopedia of the pedagogical technologies and innovations. Kharkiv: Osnova. (In Ukrainian) Onyshchenko, I. (2016). Ways of forming the creative potential of the future primary school teacher in the process of the professional training. Pedagogical sciences: theory, history, innovative technologies, 7, 397-403. (In Ukrainian) Petrovych, O. (2014). Designing the creative educational environment based on the subject-subject interaction of the teacher and future language teachers. Scientific Bulletin of Bohdan Khmelnytsky Melitopol State Pedagogical University. Series: Pedagogy. Melitopol: MDPU, 311–315. (In Ukrainian) Stojanova, B. (2010). Development of creativity as a basic task of the modern educational system. Procedia Social and Behavioral Sciences, 2, pp. 3395-3400. https://doi.org/10.1016/j.sbspro.2010.03.522 Sydorenko, V., & Dmytrenko P. (2000). Basics of the scientific research. Kyiv: Publishing centre «DINIT”. (In Ukrainian)» Tan, K., Albakri, K., Lim, K., Fei, G., & Sang Long, C. (2018). Characteristics of Creative Students Versus Academic Performance. International Journal of Human Resource Studies, 8, 69. https://doi.org/10.5296/ijhrs.v8i2.12718 Tokman’ H. (2012). Methods of teaching Ukrainian literature in secondary school. K.: Academia. (In Ukrainian) Vaganova, O., Ilyashenko, L, Smirnova, Z., Bystrova, N., & Kaznacheeva, S. (2019). Students’ creative abilities development in higher educational institution. Amazonia Investiga, 8(22), 701-710. Retrieved from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/822 Wen, L., Zhou, M., & Lu, Q. (2017). The influence of leader’s creativity on employees’ and team creativity: Role of identification with leader. Nankai Business Review International, 8(1), 22-38. Wu, H.Y., Wu, H.S., Chen, I.S., & Chen, H.C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking skills and creativity, 11(2014), 1-21.

바느질 교육의 의의(意義)에 대한 고찰

This study aimed to shed light on the significance and relevance of sewing education within the
 context of elementary school education. The detailed considerations are as follows.
 First, to establish a logical basis for positioning sewing education as an adaptable, culturally
 relevant aspect of education, various functions and inherent values associated with sewing were
 examined. Second, the study investigated the historical setting of the objectives of sewing education
 within the school curriculum and found that various purposes of sewing education have been
 actively included in the curriculum, particularly after the 2015 curriculum revision. Third, the study
 emphasized the nature and importance of sewing education by assessing its feasibility from multiple
 perspectives, including practical skill acquisition, creative education, character education,
 sustainability, and maker education. Fourth, sewing education faces challenges in the digital age and
 in a consumer-driven society, as well as entrenched gender role stereotypes. However, the study
 argues that sewing holds meaningful potential as a well-balanced educational tool for promoting
 emotional stability in the digital age and as a general education subject for both male and female
 students. Lastly, the study suggested that the revival of the meaning of sewing education can be
 achieved through implementing changes in sewing education classes, supporting them within the
 school environment, and proposing efficient approaches and practices for enhancing sewing
 education.
 Given that this study has structured and explored the contents to re-examine the nature and
 significance of sewing education and redefine its educational validity, it is recommended that future
 research in the field of sewing education builds upon these findings and expands further.

초등영어교육에서의 창의성 연구 동향 및 지도 방안 탐색

The purpose of this study is to explore creativity research trends and suggest
 instructional guidance in primary English education. To accomplish these objectives,
 researchers first examined 79 research theses and articles with four main categories
 of analysis: 1) research period and status, 2) subjects, 3) methods, and 4) topics. The
 results showed that the number of research articles has increased since the 2009 revised
 national curriculum which stated creativity directly for the first time. Among the
 various subjects, there were more studies on non-human subjects such as teaching
 and learning methods than studies on humans such as students and teachers. The most
 preferred method was quantitative research and the most-discussed topic was teaching
 and learning methods. Moreover, on the basis of literature research and researchers’
 experiences, researchers suggested creativity instructions specifically in primary
 English in four aspects: 1) cognitive and language, 2) contents, 3) teaching and learning
 methods along with ongoing assessment and evaluation, and 4) teachers and
 environment. Teachers and researchers can reference these instructional guidance in
 planning and implementing creativity in primary English education. Above all, to
 enhance creativity education in primary English, teachers need to recognize clear
 creative guidance directions in language education and work with schools and local
 organizations as well as fellow teachers to ensure that creativity education is established
 in the field.

국내 대학의 창의·디자인 교양 교육 현황 및 방향성 연구

It is time to mention the importance of creative education at universities to foster future talents who will lead the fourth industrial revolution. This study identified the current status of creative and design courses currently opened at domestic universities for the purpose of pursuing the goals of creative and design education and the direction to cultivate creative capabilities, and conducted two types of experimental classes based on design theory and design thinking from 2019 to 2020. As a result of the study, each university is aware of the importance of creative education, but it seems that creative-related subjects are not providing a wide range of courses to students due to lack of diversity. As a long-term goal, it is necessary to expand continuous and systematic programs that can cultivate students' integrated thinking skills and creative thinking skills. The direction of creative and design education should be directed in the form of self-directed learning, focusing on convergence education to create new knowledge from a multidisciplinary perspective and an integrated thinking process in which aesthetic experiences are made according to creative activities.

New Paths to Enlighten Passion for Education in Challenging Times: DigiSEL and Creative Education

RESEARCH OBJECTIVE: This article examines teachers’ attitudes towards socioemotional learning (SEL) and digital technology in the post-pandemic era, focusing on the DigiSEL project. This project aimed to integrate digital tools and SEL to support students’ well-being and academic success, enhancing primary school teachers’ skills in these areas.
 THE RESEARCH PROBLEM AND METHODS: The study involved partner countries conducting qualitative and quantitative analyses to determine the needs of in-service and preservice teachers. The Italian team’s needs analysis, conducted through a Focus Group and a creativity survey, revealed insights into teachers’ attitudes and experiences with digital teaching and creativity skills development.
 THE PROCESS OF ARGUMENTATION: The authors introduce the DigiSEL project, detailing how it aligned with their research for the online course modules.
 RESEARCH RESULTS: The Italian team’s focus group outcomes highlighted innovative solutions for educational challenges. Initial frustration with technology evolved into a rewarding transformation as educators mastered its use. Online courses were identified as motivating and providing novel approaches to address students’ diverse issues, such as concentration and emotional expression difficulties.
 CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Despite challenges, the project effectively supported educators in their roles and maintained their enthusiasm for teaching. Drawing inspiration from earlier European research on creativity and ICT in teaching, this study aligned with teachers’ perceptions of creativity as vital for students’ development and demonstrated how technology could enhance teaching methods. In conclusion, the DigiSEL project showcased the potential of merging SEL and digital tools to empower educators and foster student growth amidst evolving educational landscapes. More research should take in consideration the importance of SEL and creativity to enlighten passion in teaching with new and inspiring methods.

DEVELOPMENT OF CREATIVE SKILLS FUTURE TEACHERS AT CLASSES IN THE TECHNOLOGICAL EDUCATION FIELD

The article reveals the essence of the concept of creative abilities, in particular, the concepts of “creative abilities of a teacher” and “creative abilities of a future teacher” are specified. The purpose of the article is to study the process of developing the creative abilities of future teachers when studying the technological field of education. The concept of “pedagogical creativity” is analyzed, the personal qualities of a creative teacher are highlighted. Attention is focused on the importance of the formation of a creative, educated personality in the educational process, and the features of the creative personality of the future teacher are determined. An analysis of the problem of the development of creative abilities of future teachers in government documents and scientific works of scientists was carried out. The conditions of the process of implementation of creative activity in the educational process have been clarified. The main features of technology lessons are specified. The personal and professional qualities of a creative and creative technologist teacher are highlighted. The essence and specifics of pedagogical creativity of future teachers are summarized. The most favorable conditions for the development of creative abilities during the study of the technological educational field are listed. The importance and advantages of the project method of learning for the development of creative abilities of students of education are explained. The skills and abilities developed by the performers of project work are singled out. The study of the development of creative abilities of students at the Rivne State Humanitarian University is described. It has been found that the introduction of the project method of teaching contributes to the activation of students’ creative educational and cognitive activities, the development of their creative abilities in classes, the strength, awareness and systematicity of knowledge. There is evidence of an increase in the performance of creative activities and the development of creative abilities of education seekers when studying subjects in the technological educational field using project-based learning methods.
 Keywords: creative abilities; creative activity; technological educational field; creative personality; project activity; creativity; pedagogical activity; creativity; designing; creative thinking.

Implementation of the TBM Rumah Asa Program as a Form of Creative-Innovative Education Based on Entrepreneurship and Local Wisdom in Yogyakarta City

Implementation of Rumah Asa's TBM (Taman Bacaan Masyarakat) Program is an effort to encourage creative education based on entrepreneurship and local wisdom in Karangkajen Village, Brontokusuman, Yogyakarta City. Through innovative and creative approaches, this program aims to provide wider access to education for the community. The Rumah Asa TBM program combines education and local wisdom as the main foundation. In this program, education focuses on academic aspects and developing creative and entrepreneurial skills that can help students develop their potential holistically. This study uses a descriptive qualitative research method using an in-depth and comprehensive sustainable development perspective (sustainable development). The research instruments used for data collection were field observations, interviews, and documentation. Data were analyzed using Miles and Huberman's interactive model, starting from data collection, reduction, presentation, and conclusion. The results of the study show that by combining approaches to creative education, entrepreneurship, and local wisdom, the Rumah Asa TBM program has the potential to provide sustainable benefits for students and the surrounding community, including (1) Increasing access to experience-based learning: (2) Creative education for deeper understanding and creative problem solving; (3) Skill-based entrepreneurial empowerment; (4) Utilization of local wisdom as a source of knowledge; (5) Literacy-based sustainable community development.

Both Pedagogy and Psychology Need the Concept of Thirst for Ability and Thirst for Blazing New Trails

The desire for ability (the interest in increasing wisdom) and the desire for innovation (the interest in creation) exist objectively, and the desire for knowledge (interest in recognition) cannot replace them. People pay more attention to ability, especially creativity, than to knowledge. It is much easier to make up for the lack of knowledge than to make up for the lack of ability. However, in pedagogy and psychology, there is only the concept of the desire for knowledge, but not the concept of the desire for ability and the concept of the desire for innovation. The strange phenomenon of "using cognitive interest to carry out intellectual and creative education" has existed for a long time. This makes insufficient the subjective initiative of "the cultivation of ability and innovation consciousness that must be started and run through". Strong comprehensive ability and innovation are the needs of the times for talents. Ability and innovation awareness can be cultivated. Just as the levels of knowledge and ability are different, the levels of thirst for knowledge and thirst for ability are also different. The thirst for knowledge cannot replace the thirst for ability and innovation. The process and methods of ability development and knowledge transfer are different and cannot be replaced by each other. It is necessary and possible to establish the concept of desire for ability and desire for innovation. Apply the concept of desire for ability and innovation to change the strange situation of cultivating creativity and comprehensive ability based on cognitive interest.

Kreativitas Guru Pendidikan Agama Islam dalam Mengatasi Kejenuhan Siswa Belajar Al-Qur’an Hadis di MTsN I Pasaman

The reason the author raised this problem as a scientific work in the form of a thesis is because the author found that in the process of learning Al-Qur'an hadith subjects students often get bored with learning. This is caused by the lack of creativity of Islamic Religious Education teachers in developing their creativity. The use of learning methods and media by Islamic Religious Education teachers are the obstacles or barriers that teachers face in developing their creativity. The problem that the author examines is how the creativity of Islamic religious education teachers overcomes the boredom of students studying Al-Qur'an Hadith at MTsN I Pasaman, and the causes of students' boredom studying Al-Qur'an Hadith at MTsN I Pasaman. And this research aims to determine the creativity of Islamic Religious Education teachers in overcoming the boredom of students studying Al-Qur'an Hadith at MTsN I Pasaman, and to find out the causes of student boredom studying Al-Qur'an Hadith at MTsN I Pasaman. This research is a qualitative descriptive research. The subjects in this research were Al-Qur'an Hadith teachers and students in class VIII 6. This research used three data collection techniques, namely: observation, interviews, and documentation. This research used two informants, namely key informants and supporting informants. The validity of the data in this research uses source triangulation, data triangulation, and time triangulation Based on the results of research carried out, the author found that what causes boredom in students learning Al-Qur'an Hadith is due to the lack of variety in the use of media and learning methods by teachers. Meanwhile, in terms of teacher creativity education religion islam at MTsN I Pasaman it cannot be said to be creative in using and varying learning media in learning Al-Qur'an Hadith, and its implementation or translation is still not good. The teacher's creativity in varying methods and media is only in the learning design stated in the RPP, due to inadequate time conditions. The lack of application of the use of media and methods causes students' boredom in learning Al-Qur'an Hadith to not be resolved properly by teachers.

PEDAGOGICAL CREATIVITY OF PROFESSOR S. M. KORNEEV AND PROBLEMS OF TEACHING THE COURSE OF CIVIL LAW

The article highlights the pedagogical and educational-methodical work of professor S. M. Korneev, including his work on the systematics of the civil law course. On this basis, the main goals and objectives of university (higher) legal education in the field of civil law are revealed. With reference to the works of the classics of Russian civil law I. A. Pokrovsky, L. I. Petrazhitsky and others, devoted to the issues of methods of teaching civil law, the necessity of studying in law schools not only and not so much the content of the current legislation and the judicial practice of its application (i. e. jurisprudence), as the conceptual foundations of civil science (i. e. jurisprudence) is substantiated on this basis, students develop the skills of legal thinking, based on their understanding of the essence and principles of civil (private) law, the moral side of civil law regulation and its focus on achieving social justice. From these positions, attempts are criticized to fundamentally reorient the university training of lawyers from a general theoretical to a “practice-oriented” model that does not take into account the constant changes in modern legislation, as well as the various shortcomings and errors in both its content and the judicial practice of its application.

2022 개정 음악과 교육과정 구현을 위한 국악 창작교육의 과제

2022 개정 음악과 교육과정 구현을 위한 국악 창작교육의 과제

Education, neuroscience, and types of creativity

AbstractThe concept of multiple intelligences has taken hold in education. The idea that there are different types of intelligence for different domains helps inform educational approaches to learning and development. Evidence in creativity research, particularly from neuroscience, is accumulating that there are also different types of creativity. This, however, has not been the predominant way neuroscience has approached creativity. Consequently, the idea of different types of creativity has also not yet taken hold in education. Despite psychology regarding creativity as being made up of many complex, multifaceted, and varied cognitive and emotional processes deployed across many different domains, we still think of, and test, creativity as if it were a single, separate, cohesive, and discrete thing. Having perseverated on experimental paradigms that are theoretically and conceptually incoherent, this paper explains why empirical neuroscience research has failed to identify and distinguish different types of creativity. This is particularly important because neuroscience can take a lead in establishing the idea of multiple creativity types. The paper then outlines the negative implications for education if creativity is continuously being treated as a single faculty or monolithic entity. Finally, the paper introduces a division of creativity into three types that could result in a more individual approach to teaching and promoting creativity in classrooms.

Penggunaan Digital Marketing terhadap Peningkatan Brand Awareness PT Produk Zilla Akademi Indonesia

The utilization of digital marketing has become a crucial strategy for expanding reach and building brand awareness. This research employed a qualitative descriptive research method with a case study. The research findings indicate that B2B collaborations significantly contribute to increasing brand awareness by enabling the company to expand its brand reach, build trust, and attract new audiences. The role of mentors, such as Yoel Sumitro has also proven effective in boosting brand awareness through the association with their own reputation and authority. In addition, the use of Instagram social media can help brands by increasing their exposure, driving audience engagement, reinforcing their brand identity through visually appealing content, and increasing awareness through targeted advertising. Proven to be effective in raising awareness. To increase brand awareness, PT Produk Zilla Akademi Indonesia can focus on B2B collaboration with relevant companies, take advantage of mentor roles such as Yoel Sumitro, and optimize the use of Instagram social media with attractive content strategies and targeted paid advertising. By combining these strategies, PT Produk Zilla was able to achieve a significant increase in brand awareness in the creative education and training industry. By combining B2B collaboration strategies, mentorship, and the use of Instagram social media, PT Produk Zilla Akademi Indonesia can achieve significant improvements in brand awareness and optimize their marketing efforts in the creative education and training industry.

Mapping the landscape of an ICE community of learnership

ABSTRACT Drawing upon the foundational principles of Imagination Creativity Education (ICE), our article examines the relational dimension in the context of classroom environments, as observed within the Canadian schooling system. We explore the landscape of a community of learnership – the lived and living practices of both students and teacher in the communal space in between, a space characterized as the transactional curriculum. We argue that teachers play a vital role in cultivating intentional relationships with students, one whose pedagogical responsibility focuses on establishing relationships, belonging, and dialogue; viewing students holistically for who they are and who they have the potential of becoming. Teachers who design such communities of learnership subscribe to pedagogical praxis, attending to their students’ lived curricula in which deep, engaged, and innovative learning is enacted. In this article, we outline the principles of ICE, through which a community of learnership can be forged. Grounded in Freire’s (1997) concept of gnoseologica of education, we expand on dialogic relationships that value curiosity, imagination, creativity, and innovation. We draw on one author’s Grade 8 1 classroom inquiry to describe the lived experiences of an ICE community of learnership.

НОВОТО ОБРАЗОВАНИЕ – КРИТИЧНО РАЗБИРАНЕ, ЯСНА ВИЗИЯ И РАЗБИРАНЕ СЪЩНОСТТА НА ПРОМЯНАТА

The article presents a non-standard practical solution for changing preschool education. The proposed educational model „Creatino“ is complex, dynamic and adaptable in the complex diversity of the rapidly developing modern society. The model achieves a stimulating, innovative educational environment that supports children’s development, builds thinking, capable and proactive individuals capable of coping with the challenges of the time. For its successful implementation, creativity on the part of teachers is relied upon throughout the complex complex of intellectual, emotional and behavioral components of pedagogical creativity. The presented educational model is the result of inspiring leadership, active teaching, shared vision, clear goals, cooperation, continuous search and testing of innovative practices that meet the needs of children.

Enriching Students’ Academic Life with Creative Education

As research and practical exploration in education intensify, the awareness that school education should aim at outcomes more than just student academic achievements has been heightening in the educational community. Social advancement raises more demanding requirements for education, posing increased responsibilities on schools and instructors. There is a growing consensus that schools should provide students with a more colorful academic life, which goes beyond curricula content and allows students rich academic experiences, in order to foster all-round development in them.

A BP Neural Network-Based Method for Evaluating the Quality of Creative Education in Minority Regions

Ethnic minority resources are very rich and contain rich historical resources and culture. Under the impact of modern information technology, the development of minority resources and the inheritance of ethnic culture are facing many challenges, and the current school education is lagging behind in exploring the ecological resources of minority groups, which makes the integration of creative education and minority groups encounter a bottleneck. In response to this situation, we make full use of the platform of creative education to actively explore the traditional skills contained in the lives of ethnic minorities. In the evaluation of creative education, we should not only focus on the evaluation of students’ works, but also on the improvement of students’ knowledge of various creative tools, their ability to use comprehensive subject knowledge, hands-on ability, solution ability and creativity ability during the whole learning process. Based on this, this paper proposes a back propagation neural network (BPNN)-based quality evaluation method for creative education to evaluate the quality of creative education from multiple dimensions. Experiments and comparisons show that the BPNN-based evaluation method proposed in this paper can better evaluate the whole process of creative education and help the further development of creative education in minority regions.

Orientation of music creative education according to the development of AI music generator

Orientation of music creative education according to the development of AI music generator

The End of Surprise? The State of the Subject of Secondary English and Implications for Initial Teacher Education

The chance to be part of educational experiences which provide dialogic spaces for the surprising or unexpected are essential for future English teachers and their pupils. The impact of neoliberal reforms on the secondary English curriculum and initial teacher education restricts teachers' autonomy and pedagogical creativity whereby teaching approaches are reduced to approved processes, leading to monologic and repetitive learning experiences for young people. This has begun a process which, as philosopher Martin Buber would argue, denies the possibility of spontaneity and meaningful expression in the classroom. In response, this paper reflects on my position as a former secondary English teacher and recently employed lecturer in initial teacher education. I set out a way forward where beginning teachers can be empowered to achieve a balance between external expectations and their own values in relation to their subject and the pedagogical approaches they employ. To achieve this, we need to provide spaces for critical reflection on so-called 'best practice' in teaching and learning, especially for those at the beginning of their career.