Professional learning for creative teaching and learning

Authored by: Richard Hatcher

The Routledge International Handbook of Creative Learning

Print publication date:  July  2011
Online publication date:  July  2011

Print ISBN: 9780415548892
eBook ISBN: 9780203817568
Adobe ISBN: 9781136730047

10.4324/9780203817568.ch41

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Abstract

How can experiences of creative learning in classrooms be most effectively shared with other teachers and other schools to inform school and system change? This chapter explores how teachers conceptualise and articulate creative teaching and learning, and the institutional and systemic structures and processes which facilitate or constrain collaborative professional learning for creativity. It situates its analysis in two overlapping policy contexts. One is the problematic juxtaposition of ‘creativity’ and ‘performativity’ in the official policy agenda. The dominance of the ‘standards agenda’ and its associated competency model of professional learning powerfully shape and restrict teachers’ understanding of and engagement with creativity in teaching and learning. The other policy context is provided by the dominant discourse of change in and across schools through knowledge transfer and acquisition. The paper is based on two research studies (Fautley and Hatcher, 2008; Fautley et al., 2011) and draws on a range of theoretical resources – the burgeoning literature on professional collaboration, work process learning, activity theory and network theory – to develop a critique of current dominant policy and practice and suggest an alternative perspective.

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