UNESCO-NIE Centre for Arts Research in Education (CARE)

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Title of Proceedings: 
Paper presented at the international conference on Redesigning Pedagogy: Research, Policy, Practice held at National Institute of Education, Nanyang Technological University, Singapore
Month of Conference: 
May 30 - June 1 2005
Name(s) of Author/Editor(s): 
Dennis Sale
This paper summarizes the emerging findings of an ongoing research project that seeks to uncover theunderlying syntax of creative teaching. It is driven by the question: What do creative teachers do and how dothey do it?The methodology involves the collaborative participation of highly effective teaching professionals who seek tomake meaning of their creative practices through cognitive modelling and behavioural analysis. The findings todate firstly suggest that it is possible to validly model the specific resources and strategies used by highlyeffective teachers and derive the underpinning syntax which facilitates creative teaching.Secondly, it is apparent that teaching professionals develop a creative teaching competence, much like any otherarea of competence. However, in most cases, creative teachers are not explicitly aware of how they are beingcreative; rather they are focused on seeking to achieve certain important results in their teaching approach.The paper throws an interesting light on previous conceptions of teaching (e.g., ‘art’, ‘craft’, ‘science’, etc) andsuggests that these are all naturally integrated components of what creative teachers actually do in both thecreative planning of learning and the situated construction of creative practices.In conclusion, it is argued that creative teaching competence can be learned by any teaching professional whoseeks to develop such competence and is subject to the same generic principles of learning almost anything.
Country of Research: 
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