The Australian Curriculum, creativity and narrative accounts of the classroom

Narelle Wood

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

What does it mean to be a "creative" teacher? What place does creativity have in education? And how do teachers assess students' creativity? These questions seem especially crucial in a time when education policy and curriculum place a high importance on the concept of creativity and creative thinking, evident in documents such as the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA), the Australian Curriculum (ACARA) and the Victorian iteration of this national curriculum (VCAA). These documents not only highlight the requirement for creativity to be embedded in the curriculum, they also in some instances stipulate that creativity and creative thinking are assessed. The narratives were generated from a combination of semi-structured interviews conducted before and after classroom observations. The semi-structured interviews established an in-depth understanding of the ­complexities and nuances of the English teachers' understandings of creativity.
Original languageEnglish
Title of host publicationEvidence-Based Learning and Teaching
Subtitle of host publicationA Look into Australian Classrooms
EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter13
Pages155-165
Number of pages11
Edition1st
ISBN (Electronic)9781351129367
ISBN (Print)9780815355717, 9780815355700
Publication statusPublished - 2018

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