Teacher Creativity: When Professional Coherence Supports Beautiful Risks
Environmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers’ creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Journal of Intelligence |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-3200/10/3/62 |
| _version_ | 1797486405038899200 |
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| author | Marie-Hélène Massie Isabelle Capron Puozzo Marc Boutet |
| author_facet | Marie-Hélène Massie Isabelle Capron Puozzo Marc Boutet |
| author_sort | Marie-Hélène Massie |
| collection | DOAJ |
| description | Environmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers’ creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and in training them so that they too can grasp the teeming complexity seems obvious. However, creativity sometimes seems to be taken for granted among teachers and educational programs leave a gap around this theme. Since the scientific literature tends to show that teachers’ creativity is still little explored in educational contexts, this doctoral research studies its manifestations within a group of teachers enrolled in a professional master’s program in preschool and elementary education (Université de Sherbrooke, Canada). Within the framework of this program, each one elaborates a professional development project over a three-year period. Using a variety of authentic data sources (observations in natural occurring situations, reflective writing by participants, and semi-structured interviews), their creative process is documented and analyzed. This multiple-case study (n = 9) that draws on the concept of creativity as related to that of professional coherence reveals that the pursuit of greater professional coherence not only enables the implementation of creative skills to foster teachers’ professional development, but also elicits beautiful risk-taking. |
| first_indexed | 2024-03-09T23:32:45Z |
| format | Article |
| id | doaj.art-075ba861d0f24a3d837a588f2099e441 |
| institution | Directory Open Access Journal |
| issn | 2079-3200 |
| language | English |
| last_indexed | 2024-03-09T23:32:45Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Intelligence |
| spelling | doaj.art-075ba861d0f24a3d837a588f2099e4412023-11-23T17:05:18ZengMDPI AGJournal of Intelligence2079-32002022-09-011036210.3390/jintelligence10030062Teacher Creativity: When Professional Coherence Supports Beautiful RisksMarie-Hélène Massie0Isabelle Capron Puozzo1Marc Boutet2Faculté d’Éducation, Université de Sherbrooke, Sherbrooke, QC J1K 2R1, CanadaDomaine Recherche & Développement, Haute École Pédagogique du Valais, 1890 Saint-Maurice, SwitzerlandFaculté d’Éducation, Université de Sherbrooke, Sherbrooke, QC J1K 2R1, CanadaEnvironmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers’ creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and in training them so that they too can grasp the teeming complexity seems obvious. However, creativity sometimes seems to be taken for granted among teachers and educational programs leave a gap around this theme. Since the scientific literature tends to show that teachers’ creativity is still little explored in educational contexts, this doctoral research studies its manifestations within a group of teachers enrolled in a professional master’s program in preschool and elementary education (Université de Sherbrooke, Canada). Within the framework of this program, each one elaborates a professional development project over a three-year period. Using a variety of authentic data sources (observations in natural occurring situations, reflective writing by participants, and semi-structured interviews), their creative process is documented and analyzed. This multiple-case study (n = 9) that draws on the concept of creativity as related to that of professional coherence reveals that the pursuit of greater professional coherence not only enables the implementation of creative skills to foster teachers’ professional development, but also elicits beautiful risk-taking.https://www.mdpi.com/2079-3200/10/3/62creativitybeautiful risksprofessional coherenceonion modelprofessional developmentcontinuing education |
| spellingShingle | Marie-Hélène Massie Isabelle Capron Puozzo Marc Boutet Teacher Creativity: When Professional Coherence Supports Beautiful Risks Journal of Intelligence creativity beautiful risks professional coherence onion model professional development continuing education |
| title | Teacher Creativity: When Professional Coherence Supports Beautiful Risks |
| title_full | Teacher Creativity: When Professional Coherence Supports Beautiful Risks |
| title_fullStr | Teacher Creativity: When Professional Coherence Supports Beautiful Risks |
| title_full_unstemmed | Teacher Creativity: When Professional Coherence Supports Beautiful Risks |
| title_short | Teacher Creativity: When Professional Coherence Supports Beautiful Risks |
| title_sort | teacher creativity when professional coherence supports beautiful risks |
| topic | creativity beautiful risks professional coherence onion model professional development continuing education |
| url | https://www.mdpi.com/2079-3200/10/3/62 |
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