This paper presents a theoretical overview of creativity, creative teaching and creative teacher education. The rationale for the focus on creativity is directly related to the conference theme: from teaching to learning. The emphasis on the relationship between teaching and learning and the development of appropriate pedagogies to support a focus on learning, have implications for initial teacher education, as set out in the conference theme. The paper explores creativity as a means of sustaining and improving the quality of teacher education following the recent call for this by the European Council, and contributing towards the enhancement of teacher professionalism through innovative approaches to teaching and learning. The evidence claims on which the arguments of the paper are based, derive not so much from empirical research as from reviewing literatures on creativity and creative teaching. It draws upon some of the mainstream literatures on creativity as well as on those on creativity in education to present a particular view of creativity based on the work of Koestler (1964). The framework for analysising and conceptualising creativity is drawn from Koestler’s theory of ‘bisociation’ in which two or more existing matrices of thought are connected in the act of creation. Koestler used humour as a means to explore creativity, showing its role in connecting matrices of thought, and to date his conceptualisation provides the most complete account of creativity. Such a conceptualisation can be useful in the education and continuing professional development of teachers. It offers a way to deal with the central paradox of creativity (Barzun, 1991). It moves beyond vague notions of creativity being about innovation, to a more precise description. In terms of creative teaching, this conceptualisation can give us a deeper understanding of the processes of creative activity, and help us to distinguish between teaching which is good, or effective, or excellent, and that which is truly creative. For pupils in schools being prepared for complex working lives possibly encompassing several careers over their lifespan, creativity must be modelled by teachers. It should form an essential part of teacher education across all subjects and disciplines. This paper explores some of the ways in which teacher educators can be creative, across their range of knowledge bases, and how modelling creative teaching can enhance initial teacher education. The paper is a theoretical exploration of ideas and is intended to form the basis for discussion and debate in teacher education across Europe.

Critical analysis of literatures on creativity, creativity in education and creative teaching. Presentation and discussion of a theoretical framework for conceptualising creativity. Exploration of this framework in relation to initial teacher education. Scholarship within education and pedagogy.

A future research agenda within this field in Europe; opportunities for collaboration interantionally, new pedagogies for teacher education; a new discourse of teacher education.