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Supporting Creative Teaching and Learning in the Classroom: Myths, Models, and Measures

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Creativity Under Duress in Education?

Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 3))

Abstract

Creativity is enjoying a resurgence of interest in the education systems of many developed countries. The core of this is the recognition that creativity, in its broadest sense that encompasses divergent thinking, problem-solving, and related abilities is a core skill in the twenty-first century. While there is a great deal of rigorous, empirical research that underpins creative teaching and learning, there remains much rhetoric, myth, and misconception that militates against efforts to embed creativity in the modern classroom. In this chapter, we first explore some of the general beliefs that frequently interfere with efforts to broaden and systematise the understanding of creativity. We also examine specific evidence from teachers, suggesting that this practitioner cohort is favourably primed and disposed to teach both for and with creativity. In the literature of creative education, we identify and address a significant gap relating to developmental models of creativity. Finally, we discuss some of the nuances of creativity in school settings, offering specific advice for school teachers who are at the coal-face of creative education.

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Authors and Affiliations

  1. University of South Australia, Adelaide, SA, Australia

    David H. Cropley

  2. Geelong Grammar School, Corio, VIC, Australia

    Timothy J. Patston

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  1. David H. Cropley
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Correspondence to David H. Cropley .

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  1. Blacksburg Campus, Virginia Tech, Blacksburg, VA, USA

    Carol A. Mullen

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Cropley, D.H., Patston, T.J. (2019). Supporting Creative Teaching and Learning in the Classroom: Myths, Models, and Measures. In: Mullen, C.A. (eds) Creativity Under Duress in Education?. Creativity Theory and Action in Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-90272-2_15

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  • DOI: https://doi.org/10.1007/978-3-319-90272-2_15

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