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Teacher stance in creative learning: A study of progression |
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| Authors: | Anna Craft Teresa Cremin Pamela Burnard Kerry Chappell |
| Institution: | aUniversity of Exeter and The Open University, United Kingdom bUniversity of Exeter, School of Education and Lifelong Learning, St Luke's Campus, Heavitree Road, Exeter, Devon EX1 2LU, United Kingdom cFaculty of Education and Language Studies, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom dUniversity of Cambridge Faculty of Education, 184 Hills Road, Cambridge CB2 2PQ, United Kingdom |
| 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. |
| Keywords: | Progression Creative learning Teaching for creative learning Teacher stance |
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