The purpose of this chapter is to discuss ways creativity researchers and teacher educators might increase prospective teachers’ awareness and confidence in teaching for creativity in the fleeting curricular micromoments that emerge anytime a planned lesson takes an unexpected turn. This chapter opens with a description of why and how it is important to develop in-the-moment awareness of opportunities for supporting creativity when teaching. This is followed by a detailed overview of a simulation that has been used to help prospective teachers become more confident and competent in responding to unexpected curricular moments. This chapter closes by briefly highlighting future directions for how to help practicing and prospective teachers support student creativity in the micromoments of their classroom.
|Original language||English (US)|
|Title of host publication||Teaching Creatively and Teaching Creativity|
|Publisher||Springer New York|
|Number of pages||16|
|State||Published - Jan 1 2013|
ASJC Scopus subject areas
- Social Sciences(all)