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.

DOI: https://doi.org/10.1016/j.tsc.2007.09.003

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.

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About

• Item ORO ID
• 12562
• Item Type
• Journal Item
• ISSN
• 1871-1871
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Not Set	Not Set	Creative Partnerships

• Keywords
• Progression; Creative learning; Teaching for creative learning; Teacher stance
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
• Research Group
• Education
• Depositing User
• Teresa Cremin