ORCID Profile
0000-0003-4939-2212
Current Organisations
Edith Cowan University
,
Australian Centre for Educational Research (ACER)
,
Department of Education - Girrawheen Senior High School
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Publisher: Wiley
Date: 19-02-2023
DOI: 10.1002/CURJ.201
Abstract: Secondary visual arts education provides learners with opportunities to develop critical thinking, and their creative potential, as part of their personal growth. This development happens when visual arts teachers actively integrate creative pedagogies to target creative thinking in learners. Ghana's 2019 National Pre‐tertiary Curriculum Framework has added creativity as one goal for all learners. This research study explores teachers' perceptions and use of creative pedagogies as part of implementing this creativity into their teaching. A multi‐site qualitative case study was conducted in government secondary schools within Sekondi‐Takoradi, Ghana, and data were gathered from interviews and participant observations. The 16 cases specifically examined creative pedagogies in practice in the secondary visual arts programme, as the subject of visual arts is commensurate with developing creativity. The study revealed that teachers' pedagogical perceptions of developing creativity do not align with the actual pedagogies they employ, with teachers being observed to emphasise teacher‐centred pedagogies. It is suggested that the integration of creative pedagogies should be contextualised in Ghana's secondary visual arts programme, in order to support teachers to meet the goal of creativity development for all learners.
Publisher: Elsevier BV
Date: 09-2023
Publisher: Informa UK Limited
Date: 25-04-2023
Publisher: Informa UK Limited
Date: 22-03-2023
Publisher: Intellect
Date: 06-2023
DOI: 10.1386/ETA_00134_1
Abstract: Globally, creativity is viewed as a twenty-first-century education competency that is acknowledged by the Organisation for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA) and the Ghanaian Ministry of Education (MOE) pre-tertiary curriculum framework. Ghanaian teachers are required to inspire, teach and develop creativity in secondary visual arts students using a social constructivist pedagogy. This necessitates exploring how teachers value creativity and its role in learning. The article investigated sixteen Ghanaian secondary visual arts teachers’ perceived role of creativity in their teaching and the challenges they faced developing creativity in students, using a qualitative case study approach. Interviews and participant observations were used to gather data across eight secondary schools. Interviews with teachers produced insights into how they are enacting creativity through pedagogy and the challenges they currently face, including attitudinal, administrative, resource deficits and external factors. Implications for policy and practice in Ghanaian secondary education that benefit the Ghana Education Service (GES) are discussed.
Publisher: Elsevier BV
Date: 2023
Publisher: Elsevier BV
Date: 08-2023
Publisher: Elsevier BV
Date: 09-2022
Publisher: Informa UK Limited
Date: 05-03-2023
Location: Australia
Location: Australia
Location: Ghana
No related grants have been discovered for Enock Swanzy-Impraim.