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

Abstract

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. Thisstudy aims to gain an in-depth understanding of primary school teachers’ responses of adopting creativepedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designedand taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted asnon-participant observers; their views concerning the pedagogy and ethos were collected through individualinterviews in the end of the project. Strategies employed in the lessons were considered useful in developingcreative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certainmisconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualisecreative pedagogy is urged in this paper.