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Creative teaching and learning: towards a common discourse and practice

Jeffrey, Bob (2006). Creative teaching and learning: towards a common discourse and practice. Cambridge Journal of Education, 36(3) pp. 399–414.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/03057640600866015
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Abstract

There has recently been a call for more pedagogic comparative research to counter the dominance of structural and policy led studies. At the same time there is also a necessity to provide alternative comparative research to that concerned with global standardising performance and performativity strategies. The research, on which this paper is based, fulfils both these aims by investigating creative teaching and learning in nine European countries at classroom level using ethnographic methods in a small number of sites for each partner. The research partners share a common discourse of pedagogy that we are calling creative teaching and learning, a common humanitarian discourse and the ethnographic methodology for the research was a strong framework to counter differing cultural approaches to research. The article analytically characterises some significant strategies used by teachers, the creative learning experienced and the meaning that the experiences had for the students involved. We conclude that this research has laid the basis for a common discourse for further research in a comparative approach that will investigate commonalities to build an understanding of international creative pedagogy and investigate differences to enhance the conceptualisation of it.

Item Type: Journal Article
Copyright Holders: 2006 University of Cambridge, Faculty of Education
ISSN: 1469-3577
Keywords: creative; learning; international; pedagogy
Academic Unit/Department: Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 7530
Depositing User: Robert Jeffrey
Date Deposited: 30 Apr 2007
Last Modified: 07 Feb 2014 02:37
URI: http://oro.open.ac.uk/id/eprint/7530
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