Teaching for Creativity Development: Lessons Learned from a Preliminary Study of Vietnamese and International Upper (High) Secondary School Teachers’ Perceptions and Lesson Plans

Abstract

This research explored Vietnamese and international upper secondary school teachers' percep-tions and practices of teaching for creativity based on a preliminary analysis of 234 teachers' sur-vey responses, 17 in-depth interviews, and 208 lesson plans. It was found that teachers had li-mited understanding about creativity and teaching for creativity. They focused more on creativity when it is required from policies and curriculum. They often used familiar and convenient crea-tive tools. This research indicates that to enhance student creativity, teachers should be fully aware of creativity, teaching for creativity, required to develop and assess student creativity, and trained to use creative tools.