This article considers teachers’ perspectives of creativity in both their Arts and Science lessons. It elaborates on the ways they reflectively report that they are creative in their teaching and how they foster learner creativity. Drawing on questionnaire data from over a hundred teachers recognised for specialist excellence, this article contemplates the extent and nature of these teachers’ varied views. The questionnaire responses were collated and analysed to present descriptive statistics and a thematic analysis. Comparison across teachers’ perspectives of creativity in Arts and Science suggests a sophisticated picture, describing features that characterise creativity across subjects as well as subject-specific contrasts. From these findings, propositions are offered about ways that teachers could promote creativity across subject disciplines and ideas for supporting it specifically in Science. An outcome from this study is a proposed framework of creative teaching practices which could be drawn on to develop pedagogies to support learner creativity within and across Science and the Arts.
Bell, PollyMcGregor, Deb
School of Education
Year of publication: 2021Date of RADAR deposit: 2022-03-16
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