Adolescents’ perceptions of how teachers encourage creativity in the context of the International Baccalaureate Middle Years Programme

Bibliographic Data

ID21726401
AuthorsÉanna O’Boyle (Lënster Lycée International School, Luxembourg, corresponding author)
Year2022
Volume21
Issue3
Pages201-227
Publication date2022-12-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in International Education (JOURNAL)
Journal identifiersISSN: 1475-2409 • E-ISSN: 1741-2943
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14752409221135018
OpenAlexW4308883551
LanguageEN
References cited47

This article describes findings from a case study that aimed to understand adolescents’ perceptions of how teachers encourage creativity across the curriculum. Four broad categories of creativity-fostering teaching practices emerged. These were disciplinary understanding (D), empowerment (E), relevance (R), and creative metacognition (M). This categorisation led directly to the development of the ‘DERM model’ that aims to provide teachers with guidance for encouraging creativity in the classroom

Cognition · Creativity · Curriculum · Empowerment · Faculty Development · Mathematics education · Metacognition · Pedagogy · Perception · Political science · Professional development · Art Education and Development · Creativity in Education and Neuroscience · Education Practices and Challenges · Psychology · Social Psychology

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