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Teacher stance in creative learning: A study of progression

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2) pp. 136–147.

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DOI (Digital Object Identifier) Link: http://doi.org/10.1016/j.tsc.2007.09.003
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Abstract

This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning.

Item Type: Journal Article
ISSN: 1871-1871
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetCreative Partnerships
Keywords: Progression; Creative learning; Teaching for creative learning; Teacher stance
Academic Unit/Department: Education and Language Studies > Education
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 12562
Depositing User: Teresa Cremin
Date Deposited: 15 Dec 2008 07:50
Last Modified: 24 Feb 2016 11:30
URI: http://oro.open.ac.uk/id/eprint/12562
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