Session Information
11 ONLINE 48 A, Quality of school education
Paper Session
MeetingID: 922 4713 8149 Code: qP9G6Z
Contribution
Albert Einstein stated that “ it is the supreme art of the teacher to awaken joy in creative expression and knowledge”. While we often consider the role of the teacher in promoting creativity and school improvement, it is less often we consider the role of the teacher as creative agent. Since the onset of the Covid-19 pandemic in 2020 education systems globally have witnessed a monumental pivot shifting from traditional schooling within a physical building to learning at distance facilitated by a virtual world never before accessed en masse. The pandemic bore witness to teachers and school communities coming together in unity to tackle the challenges of making this pivot with little time, guidance, training or resources initially available to meet the demands of this unknown virtual frontier. This paper argues that teaching is a dynamic undertaking in creativity and innovation embedded within the complex reality of the relational and realised through safe spaces where risk-taking, vulnerability and wellbeing are nurtured in a supportive and meaningful way. The power of teaching as creative endeavor lies in the transformative possibilities for children, students, educators/teachers, schools/institutions, communities and our broader society.
This paper argues that the pandemic has presented a unique and important opportunity to consider how we understand and value education as purpose within our societies. It reflects on the opportunities for improving education systems through innovative and creative practices, including digital pedagogies. It queries whether we value the compassionate and relational aspects of schooling and reflects on the importance of nurturing teacher and pupil wellbeing for ensuring a thriving and effective teaching profession. The paper presents reflections on how teachers innovated for transformation during the pandemic, proffering insights into the transformative possibilities when embedding creative and innovative practices to improve education systems. Indeed, educators engaged in a creative undertaking never before witnessed across education systems globally. It reflects on the criticality of intentionally valuing creativity as educational purpose and presents core pillars and dimensions critical to nurturing and enhancing creative and innovative practices across education systems. Finally this paper calls to empower teacher and pupil agency in order to enhance and improve education systems across the globe through the promotion of creativity and innovation in schools. If education is the “practice of freedom” (Freire & Ramos, 1996, p. 16) schools, teachers and children must be entrusted with the transformational and creative agency required to continue to build a dynamic, responsive and inclusive system post the Covid-19 pandemic. It is critical to reflect on the deep learning arising from the pandemic to futureproof global education systems with the agility and flexibility to respond to other crises, including climate change.
Method
This paper draws on findings from in-depth qualitative interviews with teachers and educators (n=12) working across the continuum of primary and post-primary education in Ireland. The main aim of the CreatEd study was to explore teacher and educator perspectives on the role of creativity in education and school improvement. Participants were recruited using a general invitation through social media (Twitter and LinkedIn) and using a snowballing technique. The interviews were undertaken using a semi-structured interview schedule and were conducted virtually. This ensured accessibility and a geographic spread of participants across Ireland. Data were analysed using a staged approach to thematic analysis (Braun and Clark, 2006, Creswell, 2007, 2015). All data were anonymised with pseudonyms used to protect the identity of all participants.
Expected Outcomes
“Education does not change the world. Education changes people. People change the world” (Paulo Freire) As we reflect upon the uncertainty and challenges experienced by school communities since the onset of the Covid-19 pandemic it is vital to pause, take stock and reflect on the opportunity the pandemic has afforded us to transform and enhance our education system. This is not a call to do more. In fact, it is a call to stop and meaningfully re/consider and re/define what we want for our children and young people, for our societies, for our teaching professions and for our education systems across Europe. Slowing down in education has never been more important, while we begin to consider whether we should demand less rather than more from our students (Mahon, 2021) and teachers. The pandemic has presented an opportunity to re/define who we are as a society and how we understand ourselves, our value and our contribution to the world around us as global citizens. If education is the “practice of freedom” (Freire & Ramos, 1996, p. 16) schools, teachers and children must be entrusted with the transformational agency required to continue to build a dynamic, responsive and inclusive system post the Covid-19 pandemic. Emergent themes from the research presented in this paper include defining creativity and innovation, teachers as creative agents, creative pedagogy and children/young people, opportunities and barriers to creativity, wellbeing, and the role of creativity in school improvement. Findings indicate the critical role and potential of creativity in realising school improvement across our education system.
References
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