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Creativity and pedagogical innovation: Exploring teachers' experiences of risk-taking.
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- Author(s): Howard, Patrick1; Becker, Charity2; Wiebe, Sean2; Carter, Mindy3; McLarnon, Mitchell3; Schuman, Layal3; Gouzouasis, Peter4; Richardson, Pamela5; Ricketts, Kathryn6
- Source:
Journal of Curriculum Studies. Dec2018, Vol. 50 Issue 6, p850-864. 15p.- Subject Terms:
- Source:
- Additional Information
- Abstract: Objective: The purpose of this paper is to share the results of research into the experience of teacher risk-taking in the classroom. The development of children as risk-takers is featured prominently in curriculum documents and reports calling for the competencies of 21st century learning. Teachers are expected to become 21st century learners who model risk-taking. The repeated calls for the development of risk-taking students through the modelling of risk-taking teachers makes the experience of risk an important pedagogical question. However, 21st century learning documents do not take up substantively the meaning of teacher risk-taking. Research Design: Phenomenological research is concerned with the unique and the individual and in that regards each teacher-participant represents particular perceptions of risk-taking experiences and responses to risk in the classroom. The six (6) teacher-participants responded to a call distributed widely to teaching staff in a Canadian school district. The inquiry relied on phenomenological interviews and experiential life world material. In this paper three phenomenological themes are described: risk and readiness; risk and the in-between spaces of pedagogy, and risk as exploration and finding a way. This research allows us to understand teachers' lived experience rather than assume the meaning of the terms risk and risk-taking. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Curriculum Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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