Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Creativity and innovation have become two very important concepts in today’s society where the demand for these abilities are sought after. At the same time, the school system of today follows a more traditional outlook on what learning and knowledge means.The extend students ability to understand and elevate their motivation is possible through creative methods of working. In order to create a school system which can withstand the demands of the future by including creative methods in its model, a study was carried out to examine how teachers’ thoughts on creativity could mean for its development.This study took place in an elementary school in Sweden where Entreprenöriellt Lärande (EL) has been in use for the last two years. Three teachers were interview regarding subjects such as a) creativity and what it means, b) teaching and motivation and c) students abilities. The study showed that the concept of creativity had undergone some changes even though it was thought of as small ones. This in turn affected the work that was being done and the concept of teaching. At the same time, there are constraints in which the teachers are working, for instance limited recourses and having to reach certain goals. The innovative proposal this study contributes is based on those factors the teachers listed as most constraining.

By autobiography retrospection and self reflection, this research aims to describe what influence an individual and his learning process pose on a teacher¡¦s way of creative teaching. Personal creative teaching ideas and implementation patterns are presented through the case-sharing of creative teaching. I attempted to find out the teaching concept and the method of cultivating students¡¦ creativity, further to promote teaching efficiency, and to share with parents and education-related personnel with the results as the reference for future planning and executing creative teaching activities. Main findings in this research are: 1. Growing in a respectful, liberal, open family lays the solid foundation of future creative teaching. 2. During schooling and working, theories discussion and teaching experiences sharing with professors and colleagues benefit the practice of creative teaching. 3. That a school respects teachers¡¦ professional teaching provides the room of freedom of creative teaching, which benefits teachers conducting creative teaching activities. 4. Maintaining characteristics such as curiosity, independence, and innocence gives the researcher the impetus to urge creative teaching. 5.Creative teaching should be that on the basis of students learning demands and their living experiences, teachers carefully design the teaching content both informatively and entertainingly; in addition, provide students the effective learning pattern to absorb knowledge and skills by actual operation. In the end, according to the findings of this research, suggestions are made and shared with parents and teachers for future reference of planning and executing creative teaching activities.

Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

1 Graduation thesis conserns possibilites of working with William Shakesperes work in teaching literature at high school. Its essence is veryfiing proposed activities in praxis and reflexion of results achieved. Methods that I propose in this thesis results from creative teaching conception and are inspired by creative methods. Source publications for proposed activities are The Merchant of Venice and Othello, the Moore of Venice. In the thesis I summarize term of creativity, conception of creative teaching and its goals. I attend to possibilities and difficulties of application of this conception in teaching literature. Common goal of those activities is to get pupils in direct contact with literature and its interpretation by attractive and understandable way. I give reason for proposed activities by partial goals that I want to forfill with them, I introduce description and instructions for use. In reflections I evaluate the process, reaching goals, possibilities of evaluating and possible organization troubles. Conclusions of the thesis are derivated from results of activities, observation and pupils reflections. I see benefit of my work in gaining experience and findings for my further praxi 2

The main purpose of this study was to explore the relationships between demographic variables (gender, experience of teaching, and educational background), playfulness, motivation of teaching, happiness and creative teaching among junior high school teachers. The participants in this study included 320 junior high school teachers in Kaohsiung City. The employed instruments included the Inventory of Creative Teaching Behaviors, the Inventory of Teacher Playfulness, the Inventory of Teaching Motivation, and the Inventory of Happiness. The applied analysis methods were Descriptive Statistics, One-way Multivariate Analysis of Variance, Canonical Correlation, and Discriminant Analysis. The main findings of this study were as follows: 1. The male teachers in junior high schools outperformed the female teachers in creative teaching, and the major differences were found on the dimensions of ¡§Interactive discussion and upgrading of thinking¡¨ and ¡§independent learning and challenge providing¡¨. 2. The teachers¡¦ experience of teaching and educational background did not have effects on their creative teaching. 3. The teachers¡¦ playfulness had positive effects on their creative teaching; more specifically, their playfulness in ¡§active sharing and atmosphere construction¡¨, ¡§enjoyment of trying and satisfaction obtaining¡¨, and ¡§easiness and self-recognition¡¨ had strong correlations with their creative teaching in ¡§varied teaching and motivation stimulation¡¨. 4. The teachers¡¦ motivation of teaching had positive effects on their creative teaching; more specifically, their teaching motivation of ¡§enjoying creation and problem solving¡¨ had the highest correlation with their creative teaching in ¡§independent learning and challenge providing¡¨. 5. The teachers¡¦ happiness had positive effects on their creative teaching; more specifically, their happiness in ¡§work enthusiasm and self-transcendence¡¨, ¡§Caring and optimism¡¨, and ¡§recognition and hope toward the value of life¡¨ had strong correlations with their creative teaching in ¡§varied teaching and motivation stimulation¡¨ and ¡§independent learning and challenge providing¡¨. 6. The playfulness, motivation of teaching, and happiness could jointly predict the teachers¡¦ performance in creative teaching, and the motivation of teaching and playfulness were the most powerful predictors. Finally, some suggestions were proposed for educational institutions, teachers, and further studies.

Thesis (M.A.T.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

The aim of this study was to describe ways in which Grade 1 teachers use creative teaching practice in Mathematics. An interpretivistic approach was used with qualitative research principles guiding the research process. The research design was a case study design. Three primary school teachers at an Afrikaans private school were purposefully selected. A multi-method approach to data gathering was taken. Firstly, the Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics was analysed to determine the guidelines of the Department of Basic Education regarding creative teaching practice in Mathematics. Secondly, the three participants each made a visual representation (poster) of their understanding of creative teaching practice in Mathematics, where after each participant's poster was discussed with her. Thirdly, a total of five Mathematics lessons were observed and one semi-structured interview was conducted with each participant. Fourthly, personal opinions, reflective thoughts and impressions of the research study were noted in the researcher's research journal. Results were derived from inductive thematic analysis of the documented data. After member checking, four themes were identified. Firstly, some fundamental principles for the use of creative teaching practice in Mathematics were deducted, which included sensitivity for learner differences, the use and development of learners' current knowledge, active learner participation in lessons, interest and joy in Mathematics lessons, and the inclusion of the life world of the learners in the Mathematics lessons. Secondly, the participants suggested possible implementation strategies for creative teaching practice in Mathematics, namely the implementation of problem solving skills, concrete experiences and resources, group learning and social interaction. Thirdly, some teacher qualities that promote creative teaching practice in Mathematics were indicated, namely teachers as specialist subject experts in Mathematics, motivators of learners, creators of a positive learning and teaching environment, interpreters and designers of learning programmes and material, and adaptability. The fourth theme emphasized the challenges regarding the use of creative teaching practice in Mathematics where environmental factors were indicated. Based on the findings the conclusion can be made that domain relevant skills, skills regarding creativity, intrinsic task motivation and the social environment are components that can be incorporated to promote the successful use of creative teaching practice in Mathematics. / Die doel van hierdie studie was om te beskryf op welke wyses Graad 1-onderwysers kreatiewe onderrig in Wiskunde gebruik. Die studie is vanuit 'n interpretivistiese benadering onderneem met kwalitatiewe navorsingsbeginsels wat die navorsingsproses onderlê het. 'n Gevalstudie-ontwerp is as navorsingsontwerp gebruik. Drie laerskoolonderwysers, verbonde aan 'n Afrikaanse privaatskool, is deur 'n gerieflikheidseleksie geselekteer. Data is deur 'n multi-metodiese benadering versamel. Eerstens is die Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics ge-analiseer, om sodoende die Department van Basiese Onderwys se riglyne betreffende kreatiewe onderrigpraktyk in Wiskunde te identifiseer. Tweedens het die drie deelnemers elk 'n visuele voorstelling (plakkaat) gemaak wat hul begrip aangaande kreatiewe onderrigpraktyk in Wiskunde uitbeeld, waarna elke deelnemer se plakkaat met haar bespreek is. Derdens is vyf Wiskunde-lesse in totaal waargeneem en een semi-gestruktureerde onderhoud met elke deelnemer gevoer. Vierdens is persoonlike opinies, reflektiewe gedagtes en indrukke van die navorsingstudie aangeteken in die navorser se navorsingsjoernaal. Induktiewe tematiese analise van die gedokumenteerde data het gedien as basis vir die resultate. Deelnemerkontrole is uitgevoer en vier temas is geïdentifiseer. Eerstens is van die fundamentele beginsels vir die gebruik in kreatiese onderrigpraktyk in Wiskunde afgelei, wat insluit sensitiwiteit vir leerderverskille, die gebruik en ontwikkeling van leerders se bestaande kennis, aktiewe leerderbetrokkenheid by lesaanbieding, interessantheid en genotvolheid van Wiskunde-lesse, en die insluiting van leerders se leefwêreld by Wiskunde-lesse. Tweedens het die deelnemers moontlike implementeringstrategieë vir kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik die implementering van probleemoplossingsvaardighede, konkrete ervaringe en hulpbronne, groepsleer en sosiale interaksie. Derdens is sommige onderwyserkwaliteite ter bevordering van kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik onderwysers as spesialis vakkenners in Wiskunde, leerder-motiveerders, skeppers van 'n positiewe leer- en onderrigomgewing, interpreteerders en ontwerpers van leerprogramme en -materiaal, en aanpasbaarheid. Die vierdie tema het die uitdagings rondom die gebruik van kreatiewe onderrigpraktyk in Wiskunde beklemtoon, waar onder andere omgewingsfaktore aangedui is. Op grond van die bevindinge kan die gevolgtrekking gemaak word dat domein-relevante vaardighede, kreatiwiteitsvaardighede, intrinsieke taakmotivering en die sosiale omgewing komponente van die samestellende teorie van kreatiwiteit (Amabile, 2012) is, wat ingesluit kan word om die suksesvolle gebruik van kreatiewe onderrigpraktyk in Wiskunde te bevorder. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

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