NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1139719
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1350-293X
The Challenges of Creativity in Norwegian Early Childhood Teacher Education
Meyer, Grete Skjeggestad; Eilifsen, Margareth
European Early Childhood Education Research Journal, v25 n3 p425-435 2017
Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of INTRO captured through a written questionnaire of open-ended questions completed in 2014 and an online end-of-course evaluation completed over the last 12 years. The survey questions were focused on the students' experience of INTRO and creativity. The data was subject to a content analysis. Student's responses were analyzed with reference to Vygotskian theories of creativity and learning. Our data suggests that creativity in teaching tends to strengthen the learning process for most students with INTRO becoming an intrinsic motivation in learning. However, we question the relationship between INTRO and the perceived demands of professional learning and the work of being an early childhood educator.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway