Creative Teaching

Collaborative Discussion as Disciplined Improvisation

Dados Bibliográficos

ID9730574
AutoresR K Sawyer (0000-0002-5410-461X, autor correspondente)
Ano2004
Volume33
Fascículo2
Páginas12-20
Data de publicação2004-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x033002012
OpenAlexW2149106267
IdiomaEN
Citações recebidas101
Referências citadas27

Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art

Art · Creativity · Curriculum · Dialogic · Improvisation · Mathematics education · Metaphor · Pedagogy · Teaching method · Visual arts · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies