Advertisement

Student Teachers’ Identity Development in Relation to “Teaching for Creativity”

  • Paulien C. Meijer
  • Ida E. Oosterheert
Chapter

Abstract

Building on research indicating the dynamic, interactive and often transformative nature of identity formation, a course was designed for Dutch university student teachers. The primary course goal was to learn to ‘teach for creativity’. ‘Teach as you Preach’ was the dominant pedagogical approach, aiming to also foster student teachers’ identity formation. Data were gathered by learner reports, field notes and creative products. The findings indicate that student teachers extend or (re)consider various aspects of their emerging identity as teachers.

Keywords

Teacher identity Identity development Creativity Teacher education 

References

  1. Alsup, J. (2006). Teacher identity discourses. Negotiating personal and professional spaces. New York: Routledge.Google Scholar
  2. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.CrossRefGoogle Scholar
  3. Beijaard, D., & Meijer, P.C. (2017). Developing the personal and professional in making a teacher identity. In D.J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 177–192). London: SAGE.Google Scholar
  4. Blamires, M., & Peterson, A. (2014). Can creativity be assessed? Towards an evidence-informed framework for assessing and planning progress in creativity. Cambridge Journal of Education, 44(2), 147–162.CrossRefGoogle Scholar
  5. Ferrari, A., Cachia, R., Ala-Mutka, K., & Punie, Y. (2010). Creative learning and innovative teaching: Final report on the study on creativity and innovation in education in EU member states. Institute for Prospective and Technological Studies, Joint Research Centre.Google Scholar
  6. Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419–430.CrossRefGoogle Scholar
  7. Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. New York: Taylor and Francis.Google Scholar
  8. Illeris, K. (2013). Transformative learning and identity. London. New York: Routledge.Google Scholar
  9. Leijen, Ȃ., Kullasepp, K., & Anspal, T. (2014). Pedagogies of developing teacher identity. In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies, Part A (pp. 311–328). Bingley, UK: Emerald Publishing.Google Scholar
  10. Meijer, P. C. (2011). The role of crisis in the development of student teachers’ professional development. In A. Lauriala, R. Rajala, H. Ruokamo, & O. Ylitapio-Mäntylä (Eds.), Navigating in educational contexts: Identities and cultures in dialogue (pp. 41–54). London: SensePublishers.CrossRefGoogle Scholar
  11. Meijer, P. C., Oolbekkink, H. W., Pillen, M., & Aardema, A. (2014). Pedagogies of developing teacher identity. In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies (Part A), 293–309. Bingley, UK: Emerald Group Publishing Limited.Google Scholar
  12. Meijer, P.C. & Oosterheert, I.E. (2017). Challenging student teachers’ professional identities through immersion in ‘teaching for creativity’. Symposium paper presented at AERA 2017, San Antonio, USA.Google Scholar
  13. Oolbekkink-Marchand, H. W., Hadar, L. L., Smith, K., Helleve, I., & Ulvik, M. (2017). Teachers’ perceived professional space and their agency. Teaching and Teacher Education, 62(2), 37–46.  https://doi.org/10.1016/j.tate.2016.11.005CrossRefGoogle Scholar
  14. Oosterheert, I.E., & Meijer, P.C. (2017). Wat creativiteitsontwikkeling in het onderwijs behoeft. [What it takes to cultivate creativity in education]. Pedagogische Studiën, 94, 196–210.Google Scholar
  15. Pillen, M.T. (2013). Professional identity tensions of beginning teachers. Doctoral thesis, University of Eindhoven, the Netherlands.CrossRefGoogle Scholar
  16. Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96.CrossRefGoogle Scholar
  17. Scardamelia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 397–417). New York: Cambridge University Press.CrossRefGoogle Scholar
  18. SLO. (2015). 21e eeuwse vaardigheden in het curriculum van het funderend onderwijs. [21st century skills in the curriculum of primary and secondary education]. Enschede: SLO.Google Scholar
  19. Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115–117.CrossRefGoogle Scholar
  20. Toompalu, A., Leijen, Ä., & Kullasepp, K. (2017). Professional role expectations and related feelings when solving pedagogical dilemmas: A comparison of pre- and in-service teachers. Teacher Development, 21(2), 307–323.CrossRefGoogle Scholar
  21. Verhaeghe, P. (2012). Identiteit [Identity]. Amsterdam: de Bezige Bij.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Radboud Teachers AcademyRadboud University NijmegenNijmegenThe Netherlands

Personalised recommendations