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Teachers’ conceptions of student creativity in higher education
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
Centre for higher education, TU Dortmund University, Dortmund, Germany.
Centre for higher education, TU Dortmund University, Dortmund, Germany.
2015 (English)In: Innovations in Education & Teaching International, ISSN 1470-3297, E-ISSN 1470-3300Article in journal (Refereed) Epub ahead of print
Abstract [en]

Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and online questionnaire have been used in this study. From the teacher perspective, student creativity is categorised into a 6-Facet-Model, in which teachers ‘see’ student creativity expressed through (1) student self-reflections, (2) independent decisions, (3) through curiosity and motivation, (4) producing something, (5) multi-perspectives and (6) when students develop original new ideas. The results provide a new understanding of student creativity from university teachers’ perspective that is useful for re-organising course designs.

Place, publisher, year, edition, pages
Taylor & Francis, 2015.
Keyword [en]
creativity, higher education, data-grounded framework, empirical study
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-110538DOI: 10.1080/14703297.2015.1088396OAI: diva2:862598
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2016-05-26

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Jahnke, Isa
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