Open AccessCurriculum Construction and Teacher Empowerment
Author(s) -
Richard H. Chant,
Rachelle Moes,
Melissa Ross
Publication year - 2022
Publication title -
journal of invitational theory and practice
Language(s) - English
Resource type - Journals
ISSN - 1060-6041
DOI - 10.26522/jitp.v15i.3800
Subject(s) - creativity , optimism , curriculum , empowerment , value (mathematics) , individualism , pedagogy , psychology , divergent thinking , product (mathematics) , mathematics education , sociology , social psychology , computer science , political science , geometry , mathematics , machine learning , law
This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model’s three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education.