Deferred creativity: Exploring the impact of an undergraduate learning experience on professional practice

Watson, Jan (2018) Deferred creativity: Exploring the impact of an undergraduate learning experience on professional practice. Teaching and Teacher Education, 71. pp. 206-213. ISSN 0742-051X

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Abstract

This paper explores the impact of an art-based learning experience on former Education students' professional practice. Feedback from trainee teachers indicated that the true value of the creative process was only realised after they had graduated – what I have come to term ‘deferred creativity’. The findings suggest that focusing on the development of their own creative characteristics, skills and attitudes helped students to become more creative practitioners. By drawing on the reflections of our alumni, we can help future students to develop the key creative competencies and skills required for 21st century life.

Item Type: Article
Uncontrolled Keywords: creativity ,visual art,teacher education,higher education,refelctive practice
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Pure Connector
Date Deposited: 28 Mar 2018 16:30
Last Modified: 25 Jul 2019 00:58
URI: https://ueaeprints.uea.ac.uk/id/eprint/66648
DOI: 10.1016/j.tate.2017.12.018

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