Understanding creative teaching in China: An empirical study by a narrative inquiry method

Abstract

Attaining a precise comprehension of teachers’ perspectives on creativity is imperative for informing practice regarding the effective integration of creative teaching within the classroom. This study explored the multifaceted concept of creativity within the context of a private university in China, aiming to capture the perceptions of university teachers. A qualitative narrative inquiry approach was employed to explore the essence of creative teaching as understood by teachers in a culture that increasingly valued creativity and innovation. Findings revealed a complex interplay between traditional educational practices and the pursuit of creative teaching, highlighting the pragmatic and holistic nature of Chinese educational culture. Teachers’ narratives indicated the importance of aligning creative teaching with ultimate educational goals, addressing the challenges of traditional pedagogy, and fostering a bidirectional interaction between teachers and students. The main conclusion drawn from the findings was that the concept of creative teaching was not only characterized by creativity but also by significant socio-cultural features inherent within the field of education. The implications of this research extended beyond the Chinese context, offering insights into the development of educational practices that were both innovative and culturally attuned.