New understandings of human potential and ways of learning have contributed to the possibility of radical change in education. Research has demonstrated that children have vast learning potential and has suggested a wide range of methods for enhancing creativity in the classroom. It is the responsibility of educators to develop a climate that encourages creativity and the discovery of the self. However, there are limited opportunities available for teacher training in creativity. When creativity training has been conducted with teachers, it has made a difference in their approaches to teaching and has expanded their own creativity. Testimonies from teachers who have explored creativity in the classroom are encouraging, but so far they are sparse in the literature. Through in-depth phenomenological interviewing of six teachers from pre-school through high school, this dissertation explored the impact that teacher training in creativity has had on teachers' perceptions of themselves and their students, whether they provided more opportunities for creative expression and self-discovery in the classroom, whether they felt empowered to make change in their environment, how they think education needs to change to accommodate teachers' and students' creativity, and their visions for education. It was found that coursework in creativity does make a difference. These teachers' self-esteem was enhanced and creativity became a value which was implemented in the classroom. The teachers in this study were empowered to make changes and to empower others to change, including both their students and colleagues. They were willing to try new methods and to take risks because they enjoy facilitating growth and creativity in themselves and their students. Teachers' ideas for educational change include creating community in the classroom, addressing different learning styles, including emotions, intuition, and cooperative learning in the curriculum, and extending the classroom beyond four walls. They realize that teachers need to know how to bring creativity out in themselves in order to foster students' creativity, and that for this to occur, teachers must have educational opportunities, time to plan creative curriculum, and support from colleagues and administrators.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5564 |
| Date | 01 January 1992 |
| Creators | Maloney, Julie Elizabeth |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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