File Download
Supplementary

undergraduate thesis: Teachers' understanding of the development of students' creativity in liberal studies classrooms

TitleTeachers' understanding of the development of students' creativity in liberal studies classrooms
Authors
Issue Date2015
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chan, H. [陳曉晴]. (2015). Teachers' understanding of the development of students' creativity in liberal studies classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThis research aims at studying teachers’ understanding of the development of students' creativity in Liberal Studies classrooms. Education reform and Liberal Studies Curriculum and Assessment Guide emphasize the development of creativity in Liberal Studies classrooms, however, unlike Taiwan and United Kingdom, there is no specialised curriculum in guiding teachers’ development of students’ creativity. It is interested to know how teachers’ perception of creativity in related to Liberal Studies, what pedagogies they use in developing students’ creativity, what students’ behaviors and personalities they regard as creative and their perception of Liberal Studies’s contribution on developing students’ creativity in the education reform. Seven in-service Liberal Studies were participated in semi-structured interviews to express their views on creativity with the relationship of Liberal Studies. To see whether teachers make use of the pedagogies in developing students’ creativity and have a clear understanding of students’ creative behaviors and personalities, the well-known and comprehensive creativity curriculum model, the Williams model is used to match with the pedagogies, behaviors and personalities mentioned by teachers. This study points out that though teachers use various pedagogies in Liberal Studies classrooms to develop students’ creativity, most of the teachers weigh relatively low importance of Liberal Studies in developing students’ creativity. The main constraint for them is the analysis and evaluation need in examination system that critical thinking is much more important than creativity. It is reflected that teachers lack understanding that creativity needs criticality. The study also shows that most teachers do not think Liberal Studies could contribute much in developing students’ creativity in education reform, though education reform and Liberal Studies curriculum emphasize creativity. Teachers have discrepancies in understanding the aim of authority in developing creativity.
DegreeBachelor of Education in Liberal Studies
SubjectGeneral education - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/219957

 

DC FieldValueLanguage
dc.contributor.authorChan, Hiu-ching-
dc.contributor.author陳曉晴-
dc.date.accessioned2015-10-08T06:00:16Z-
dc.date.available2015-10-08T06:00:16Z-
dc.date.issued2015-
dc.identifier.citationChan, H. [陳曉晴]. (2015). Teachers' understanding of the development of students' creativity in liberal studies classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/219957-
dc.description.abstractThis research aims at studying teachers’ understanding of the development of students' creativity in Liberal Studies classrooms. Education reform and Liberal Studies Curriculum and Assessment Guide emphasize the development of creativity in Liberal Studies classrooms, however, unlike Taiwan and United Kingdom, there is no specialised curriculum in guiding teachers’ development of students’ creativity. It is interested to know how teachers’ perception of creativity in related to Liberal Studies, what pedagogies they use in developing students’ creativity, what students’ behaviors and personalities they regard as creative and their perception of Liberal Studies’s contribution on developing students’ creativity in the education reform. Seven in-service Liberal Studies were participated in semi-structured interviews to express their views on creativity with the relationship of Liberal Studies. To see whether teachers make use of the pedagogies in developing students’ creativity and have a clear understanding of students’ creative behaviors and personalities, the well-known and comprehensive creativity curriculum model, the Williams model is used to match with the pedagogies, behaviors and personalities mentioned by teachers. This study points out that though teachers use various pedagogies in Liberal Studies classrooms to develop students’ creativity, most of the teachers weigh relatively low importance of Liberal Studies in developing students’ creativity. The main constraint for them is the analysis and evaluation need in examination system that critical thinking is much more important than creativity. It is reflected that teachers lack understanding that creativity needs criticality. The study also shows that most teachers do not think Liberal Studies could contribute much in developing students’ creativity in education reform, though education reform and Liberal Studies curriculum emphasize creativity. Teachers have discrepancies in understanding the aim of authority in developing creativity.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong-
dc.titleTeachers' understanding of the development of students' creativity in liberal studies classrooms-
dc.typeUG_Thesis-
dc.identifier.hkulb5565783-
dc.description.thesisnameBachelor of Education in Liberal Studies-
dc.description.thesislevelBachelor-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats