Does creativity have a place in classroom discussions? Prospective teachers' response preferences

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88 Scopus citations

Abstract

The purpose of this study was to examine prospective middle and secondary teachers' preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers (N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers' preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers' preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed.

Original languageEnglish (US)
Pages (from-to)1-9
Number of pages9
JournalThinking Skills and Creativity
Volume2
Issue number1
DOIs
StatePublished - Apr 2007
Externally publishedYes

Keywords

  • Creativity
  • Teacher development
  • Teaching for creativity

ASJC Scopus subject areas

  • Education

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