Creativity in Language Learning: How language teachers view creative teaching practices
Being creative is an integral part of being a human. Most people recognise the feeling of joy after engaging in a creative activity and creativity is a force that drives human evolution. Therefore, it is interesting that creativity is one of the six fundamental pillars defined in the national curric...
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Menntavísindasvið Háskóla Íslands
2020
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fticelandunivojs:oai:ojs.pkp.sfu.ca:article/3071 2023-08-20T04:07:26+02:00 Creativity in Language Learning: How language teachers view creative teaching practices Sköpun skiptir sköpum: Viðhorf tungumálakennara til skapandi kennsluhátta Henriksen, Ásta 2020-02-03 application/pdf https://ojs.hi.is/index.php/netla/article/view/3071 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/index.php/netla/article/view/3071/1810 https://ojs.hi.is/index.php/netla/article/view/3071 Copyright (c) 2020 Netla Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 creativity motivation pillars of education assessment language learning sköpun áhugahvöt grunnþættir menntunar námsmat tungumálanám info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs 2023-08-01T12:29:20Z Being creative is an integral part of being a human. Most people recognise the feeling of joy after engaging in a creative activity and creativity is a force that drives human evolution. Therefore, it is interesting that creativity is one of the six fundamental pillars defined in the national curriculum, which education in upper secondary schools in Iceland is to rest on. It is not hard for language teachers to facilitate creativity in the classroom. Language learning opens doors to endless possibilities since teachers can choose diverse topics and twine them together with any teaching method they like.The aim of this study was to find out whether nine language teachers in upper secondary schools see reasons to give their students opportunities to be creative and if they do, why. Also, to find out which teaching methods they use and, finally, whether they face any obstacles that prevent them from using creative teaching methods. Creativity is discussed in regard to the ideas presented in the National Curriculum Guide and the report of the National Advisory Committee on Creative and Cultural Education, All our futures: Creativity, culture and education. The subject is also considered in the light of the scholars John Dewey, Lev Vygotsky, Elliot Eisner and Mihaly Csikszentmihalyi. Furthermore, the characteristics of a creative person, a creative learning environment and teaching methods which can foster students´creativity are discussed.This study is part of the research Upper Secondary School Practices in Iceland and is based on seven interviews and seven classroom observations from that research. Additionally, the researcher conducted four more interviews and made two more field studies. The participants come from eight different upper secondary schools in Iceland.The main findings show that most of the teachers find it important to foster their students´ creativity. Although very few examples were seen of creative work during field studies, the participants give various reasons for the importance of creative ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Dewey ENVELOPE(-64.320,-64.320,-65.907,-65.907) Elliot ENVELOPE(166.533,166.533,-70.883,-70.883) |
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Open Polar |
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University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
creativity motivation pillars of education assessment language learning sköpun áhugahvöt grunnþættir menntunar námsmat tungumálanám |
spellingShingle |
creativity motivation pillars of education assessment language learning sköpun áhugahvöt grunnþættir menntunar námsmat tungumálanám Henriksen, Ásta Creativity in Language Learning: How language teachers view creative teaching practices |
topic_facet |
creativity motivation pillars of education assessment language learning sköpun áhugahvöt grunnþættir menntunar námsmat tungumálanám |
description |
Being creative is an integral part of being a human. Most people recognise the feeling of joy after engaging in a creative activity and creativity is a force that drives human evolution. Therefore, it is interesting that creativity is one of the six fundamental pillars defined in the national curriculum, which education in upper secondary schools in Iceland is to rest on. It is not hard for language teachers to facilitate creativity in the classroom. Language learning opens doors to endless possibilities since teachers can choose diverse topics and twine them together with any teaching method they like.The aim of this study was to find out whether nine language teachers in upper secondary schools see reasons to give their students opportunities to be creative and if they do, why. Also, to find out which teaching methods they use and, finally, whether they face any obstacles that prevent them from using creative teaching methods. Creativity is discussed in regard to the ideas presented in the National Curriculum Guide and the report of the National Advisory Committee on Creative and Cultural Education, All our futures: Creativity, culture and education. The subject is also considered in the light of the scholars John Dewey, Lev Vygotsky, Elliot Eisner and Mihaly Csikszentmihalyi. Furthermore, the characteristics of a creative person, a creative learning environment and teaching methods which can foster students´creativity are discussed.This study is part of the research Upper Secondary School Practices in Iceland and is based on seven interviews and seven classroom observations from that research. Additionally, the researcher conducted four more interviews and made two more field studies. The participants come from eight different upper secondary schools in Iceland.The main findings show that most of the teachers find it important to foster their students´ creativity. Although very few examples were seen of creative work during field studies, the participants give various reasons for the importance of creative ... |
format |
Article in Journal/Newspaper |
author |
Henriksen, Ásta |
author_facet |
Henriksen, Ásta |
author_sort |
Henriksen, Ásta |
title |
Creativity in Language Learning: How language teachers view creative teaching practices |
title_short |
Creativity in Language Learning: How language teachers view creative teaching practices |
title_full |
Creativity in Language Learning: How language teachers view creative teaching practices |
title_fullStr |
Creativity in Language Learning: How language teachers view creative teaching practices |
title_full_unstemmed |
Creativity in Language Learning: How language teachers view creative teaching practices |
title_sort |
creativity in language learning: how language teachers view creative teaching practices |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/index.php/netla/article/view/3071 |
long_lat |
ENVELOPE(-64.320,-64.320,-65.907,-65.907) ENVELOPE(166.533,166.533,-70.883,-70.883) |
geographic |
Dewey Elliot |
geographic_facet |
Dewey Elliot |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 |
op_relation |
https://ojs.hi.is/index.php/netla/article/view/3071/1810 https://ojs.hi.is/index.php/netla/article/view/3071 |
op_rights |
Copyright (c) 2020 Netla |
_version_ |
1774719077745426432 |