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Article: Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong

TitleTeachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong
Authors
Issue Date2013
PublisherSage Publications Ltd. The Journal's web site is located at http://gei.sagepub.com
Citation
Gifted Education International, 2013, Published online before print How to Cite?
AbstractThe long-term aim of fostering creativity in all students is specifically included in Hong Kong’s curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because they may have studied aspects of giftedness in more depth, and may possess essential knowledge and skills to promote creativity. The aim of this exploratory study was to focus on this sub-set of teachers, to investigate their beliefs about creativity and their creativity-fostering practices. Individual in-depth interviews were conducted with 10 primary school teachers. Findings included the teachers’ beliefs about creativity and gifted education, and cognitive and personal aspects in their creativity-fostering practices. Implications for teacher education are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/199279
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChan, S-
dc.contributor.authorYuen, MT-
dc.date.accessioned2014-07-22T01:10:46Z-
dc.date.available2014-07-22T01:10:46Z-
dc.date.issued2013-
dc.identifier.citationGifted Education International, 2013, Published online before print-
dc.identifier.issn0261-4294-
dc.identifier.urihttp://hdl.handle.net/10722/199279-
dc.description.abstractThe long-term aim of fostering creativity in all students is specifically included in Hong Kong’s curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because they may have studied aspects of giftedness in more depth, and may possess essential knowledge and skills to promote creativity. The aim of this exploratory study was to focus on this sub-set of teachers, to investigate their beliefs about creativity and their creativity-fostering practices. Individual in-depth interviews were conducted with 10 primary school teachers. Findings included the teachers’ beliefs about creativity and gifted education, and cognitive and personal aspects in their creativity-fostering practices. Implications for teacher education are discussed.-
dc.languageeng-
dc.publisherSage Publications Ltd. The Journal's web site is located at http://gei.sagepub.com-
dc.relation.ispartofGifted Education International-
dc.rightsGifted Education International. Copyright © Sage Publications Ltd.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleTeachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong-
dc.typeArticle-
dc.identifier.emailYuen, MT: mtyuen@hku.hk-
dc.identifier.authorityYuen, MT=rp00984-
dc.description.naturepostprint-
dc.identifier.doi10.1177/0261429413511884-
dc.identifier.hkuros231644-
dc.publisher.placeUnited Kingdom-

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