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Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong
Author(s)
Date Issued
2015
Publisher
SAGE Publications
Journal
ISSN
0261-4294
2047-9077
Citation
Gifted Education International, 2015, vol. 31(3), pp. 200-213.
Type
Peer Reviewed Journal Article
Abstract
The long-term aim of fostering creativity in all students is specifically included in Hong Kong’s curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because they may have studied aspects of giftedness in more depth, and may possess essential knowledge and skills to promote creativity. The aim of this exploratory study was to focus on this sub-set of teachers, to investigate their beliefs about creativity and their creativity-fostering practices. Individual in-depth interviews were conducted with 10 primary school teachers. Findings included the teachers’ beliefs about creativity and gifted education, and cognitive and personal aspects in their creativity-fostering practices. Implications for teacher education are discussed.
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