Teachers’ and Teacher Students’ Conceptions of Learning and CreativityReportar como inadecuado

Teachers’ and Teacher Students’ Conceptions of Learning and Creativity - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

The aim of this study was to explore what kinds of conceptions of creativity and learning Finnish teachers and teacher students expressed, and how these conceptions were related to the respondents’ epistemologies conceptions of knowledge and learning. The participants n = 89 answered an e-form, consisting of 3 open-ended questions conceptions of learning, creativity and the connection between the two. In addition, there were 23 two-part Likert-type statements on epistemologies Lonka et al., 2008 as well as 10 background questions. Mixed method approach was used to analyze the conceptions that the respondents’ expressed. Two qualitative categories of conceptions of learning came from previous research, Constructivity and active epistemology Lonka, Joram, & Bryson, 1996. A new category also emerged: Collaborativity of learning. The answers about creativity were classified based on whether creativity was viewed as an inborn ability or something changeable, whether focus was on product or process, and whether creativity was seen as collaborative. The participants’ open-ended conceptions of learning reflected a view of learning as teacher-regulated assimilation, whereas their structured epistemologies higlighted reflection and deep-level learning. Creativity was viewed as something that can be improved, focusing on the collaborative process. A link between learning and creativity was identified. It shall be of interest to see, how such epistemic stands would be related to group work.


Learning, Creativity, Conceptions, Epistemologies, Teachers, University Students, Beliefs, Epistemic

Cite this paper

Vedenpää, I. and Lonka, K. 2014 Teachers’ and Teacher Students’ Conceptions of Learning and Creativity. Creative Education, 5, 1821-1833. doi: 10.4236-ce.2014.520203.

Autor: Iida Vedenpää, Kirsti Lonka

Fuente: http://www.scirp.org/


Documentos relacionados