Adopting Creative Pedagogy into Asian Classrooms? –Case Studies of Primary School Teachers’ Responses and Dilemma

Yu-sien Lin


Albeit school teachers’ traditional concepts are believed one of the obstacles of fostering children’s creativity,
their voices and demands were not heard among the attempts of promoting creativity education in Taiwan. This
study aims to gain an in-depth understanding of primary school teachers’ responses of adopting creative
pedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designed
and taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted as
non-participant observers; their views concerning the pedagogy and ethos were collected through individual
interviews in the end of the project. Strategies employed in the lessons were considered useful in developing
creative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certain
misconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualise
creative pedagogy is urged in this paper.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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