青少年对教师如何在国际文凭中学课程背景下鼓励创造力的看法

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-11-09 DOI:10.1177/14752409221135018

Éanna O’Boyle

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引用次数: 0

摘要

本文描述了一个案例研究的结果，该研究旨在了解青少年对教师如何在整个课程中鼓励创造力的看法。培养创造力的教学实践出现了四大类。这些是学科理解(D)、授权(E)、相关性(R)和创造性元认知(M)。这种分类直接导致了“DERM模型”的发展，该模型旨在为教师提供指导，以鼓励课堂上的创造力。

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

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.

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.