Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers
Abstract Creativity is one of the most important skills in the 21st century student’s toolkit and important to vocational education and training (VET). In the context of vocational teacher education, creativity has not yet played a significant role at universities. This is due in part to the fact th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-07-01
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| Series: | Empirical Research in Vocational Education and Training |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40461-023-00144-y |
| _version_ | 1827905197855211520 |
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| author | Silke Fischer Antje Barabasch |
| author_facet | Silke Fischer Antje Barabasch |
| author_sort | Silke Fischer |
| collection | DOAJ |
| description | Abstract Creativity is one of the most important skills in the 21st century student’s toolkit and important to vocational education and training (VET). In the context of vocational teacher education, creativity has not yet played a significant role at universities. This is due in part to the fact that it is unclear what creativity means and how it is fostered in the context of higher education. This interview study explores how creativity is conceptualized by lecturers in vocational teacher education and what creativity-promoting measures or teaching/learning scenarios are applied by them in their courses. Generally, the lecturers interviewed associated creativity in their jobs as lecturers with creating something new. From the lecturer’s perspective, student creativity is categorized into a 5-category model in which lecturers ‘see’ student creativity represented by (1) student self-reflection, (2) independent decision-making, (3) curiosity and motivation, (4) producing something and (5) developing original new ideas. Categories identified by the lecturers that promote creativity in courses are openness, individualization, interaction, student activity and generating solutions. In practice, creativity-promoting measures or teaching/learning scenarios are implemented very differently. The type of implementation determines the implementation depth of the individual category. The findings provide an understanding of creativity from the perspective of university lecturers’, which could be valuable for designing university courses in the future. |
| first_indexed | 2024-03-13T00:39:31Z |
| format | Article |
| id | doaj.art-4167f28c19d9401985d6a71f267b1095 |
| institution | Directory Open Access Journal |
| issn | 1877-6345 |
| language | English |
| last_indexed | 2024-03-13T00:39:31Z |
| publishDate | 2023-07-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Empirical Research in Vocational Education and Training |
| spelling | doaj.art-4167f28c19d9401985d6a71f267b10952023-07-09T11:25:52ZengSpringerOpenEmpirical Research in Vocational Education and Training1877-63452023-07-0115111610.1186/s40461-023-00144-yConceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturersSilke Fischer0Antje Barabasch1Centre for Vocational Education and Training, Lucerne University of Teacher Education, Canton of LucerneResearch and Development, Swiss Federal University for Vocational Education and Training (SFUVET), Canton of BerneAbstract Creativity is one of the most important skills in the 21st century student’s toolkit and important to vocational education and training (VET). In the context of vocational teacher education, creativity has not yet played a significant role at universities. This is due in part to the fact that it is unclear what creativity means and how it is fostered in the context of higher education. This interview study explores how creativity is conceptualized by lecturers in vocational teacher education and what creativity-promoting measures or teaching/learning scenarios are applied by them in their courses. Generally, the lecturers interviewed associated creativity in their jobs as lecturers with creating something new. From the lecturer’s perspective, student creativity is categorized into a 5-category model in which lecturers ‘see’ student creativity represented by (1) student self-reflection, (2) independent decision-making, (3) curiosity and motivation, (4) producing something and (5) developing original new ideas. Categories identified by the lecturers that promote creativity in courses are openness, individualization, interaction, student activity and generating solutions. In practice, creativity-promoting measures or teaching/learning scenarios are implemented very differently. The type of implementation determines the implementation depth of the individual category. The findings provide an understanding of creativity from the perspective of university lecturers’, which could be valuable for designing university courses in the future.https://doi.org/10.1186/s40461-023-00144-yCreativityTeacher educationEmpirical studyVocational education and training |
| spellingShingle | Silke Fischer Antje Barabasch Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers Empirical Research in Vocational Education and Training Creativity Teacher education Empirical study Vocational education and training |
| title | Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers |
| title_full | Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers |
| title_fullStr | Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers |
| title_full_unstemmed | Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers |
| title_short | Conceptualizations and implementation of creativity in higher vocational teacher education – a qualitative study of lecturers |
| title_sort | conceptualizations and implementation of creativity in higher vocational teacher education a qualitative study of lecturers |
| topic | Creativity Teacher education Empirical study Vocational education and training |
| url | https://doi.org/10.1186/s40461-023-00144-y |
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