NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810461
Record Type: Journal
Publication Date: 2008-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0300-4279
Creative Learning Identities
Jeffrey, Bob
Education 3-13, v36 n3 p253-263 Aug 2008
Making learning relevant involves many aspects of teaching such as attention to levels of maturity, individual inclinations, emotional, physical, aesthetic and cognitive activity and group dynamics. However, making learning relevant is not only a teacher led activity, for learners make activities relevant by the identification of connections with learning activities from their experience or their imagination. They make learning meaningful. That learners are engaged in these processes of identification of the self with knowledge and learning processes is well documented in the literature of child development and learning theory, and teachers base much of their practice on this knowledge. However, where it is celebrated by teachers, allowed time, given respect and valued, a climate for nurturing learner creativity is established. This empirical research project identified primary school learners' understanding of creative learning and the meaningfulness or value attached to the experiences were seen through focusing on the quality of their personal relationship to creative learning, the development of a learning identity and their identity status as pedagogic participants.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A