Some Student Teachers’ Conceptions of Creativity in Secondary School English | Zendy

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Some Student Teachers’ Conceptions of Creativity in Secondary School English

Author(s) -

Beth Howell

Publication year - 2008

Publication title -

english language teaching

Language(s) - English

Resource type - Journals

eISSN - 1916-4750

pISSN - 1916-4742

DOI - 10.5539/elt.v1n2p36

Subject(s) - creativity , psychology , genius , mathematics education , pedagogy , romance , social psychology , developmental psychology , psychoanalysis

This article explores a group of trainee teachers’ conceptions of Creativity in Secondary School English. Data was collected by means of questionnaires and interviews. Whilst there are many promising notions of creativity, the results also reveal some evidence of narrow conceptions, inconsistent thinking and some misconceptions. This suggests that there may be significant implications for teacher trainers in universities and schools if we are to equip our students with the knowledge, understanding and skills to teach, support and facilitate creativity in their new careers. Romantic notions of original and innate genius, and a progressive emphasis on boundless, directionless play are two possible sources of misconceived ideas for training teachers of English. Creativity can be supported and developed within pedagogical frameworks and settings. This article, therefore, offers a consideration of how Sternberg’s 21 suggested strategies for “Developing creativity as a decision” might be adapted and implemented in the Secondary English classroom. Practical teaching methods and competencies are presented which could be developed and incorporated into graduate trainee teacher programmes.

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