How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. (February 2022)

• Record Type: Journal Article
• Authors: Anderson, Ross C.; Katz-Buonincontro, Jennifer; Bousselot, Tracy; Mattson, David; Beard, Nathan; Land, Jessica; Livie, Mari
• Is Part Of: Teaching and teacher education. Volume 110(2022)
• Publication Date: 2022-02
• Subjects: Creative teacher -- Arts integration -- Blended professional development -- Creative mindsets -- Creative beliefs; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103583
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study addresses the gap in research on integrating creativity and arts integration in the classroom by describing and testing a blended professional development (PD) model guided by the theory of change that teachers' understanding and beliefs about creativity are foundational to their development as a creative teacher and to their classroom implementation. Using an explanatory sequential mixed methods design, the study demonstrated increased beliefs about teachers' ability to teach for creativity for n = 30 rural K-12 teachers and illustrated teachers' perceptions of early implementation of creative routines in practice. (Word count: 91). Highlights: Creative anxiety and fixed mindsets are barriers to teachers' creative development and practice. More adaptive beliefs and feelings about creativity develop by reshaping myths and assumptions. A blended PD approach can enhance teachers' agency and seed new classroom practices. Improved mindset and self-efficacy resulted from a deeper understanding and personal creative and reflective practice. Creative teaching and learning can begin with basic routines for the classroom leading to further integration.