Exploring secondary school science teachers’ understanding of creativity in their lessons

PRICE, Gareth (2018). Exploring secondary school science teachers’ understanding of creativity in their lessons. Doctoral, Sheffield Hallam University.

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Link to published version:: https://doi.org/10.7190/shu-thesis-00115
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    This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their classroom context. 46 constructs were elicited and sorted into six categories: autonomy, optionality, collaboration, confidence, efficacy and excitement. These categories were further sorted into 3 roles (Enablers, Modifiers and Validators) which allowed a model to be developed showing how the categories interrelated and could drive changes in teacher constructs and perceptions.

    Item Type: Thesis (Doctoral)
    Additional Information: Director of studies - Stuart Bevins
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Hallam Doctoral Theses
    Identification Number: https://doi.org/10.7190/shu-thesis-00115
    Depositing User: Louise Beirne
    Date Deposited: 16 Nov 2018 12:00
    Last Modified: 26 Apr 2021 13:30
    URI: https://shura.shu.ac.uk/id/eprint/23346

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