ERG SES B 04, Parallel Session B 04
Just as 'innovate or die' has become one of the mantras of today's economy, innovation in education is increasingly recognized as fundamental to equip new generations of students for the changing society. Educating for student creativity and innovation has become an indispensable task of educational institutions (Kilicer, 2009). And teachers’ innovative teaching is a main source to nurture students’ innovation. But in many cases, educational innovations produced unsatisfactory results. Changes in teaching practices are extremely difficult to accomplish (Sharan et al. 1999). Some research points out that many teachers are lack of competencies for innovative teaching in general (Lin et al. 2009). More importantly, there seems to be no consistent views about what are the key competencies of innovative teaching of teachers. Although some previous studies have examined the features or qualities of innovative teachers (Rogers, 1995; Ha and Stoel, 2004; Sahin and Thompson, 2006; Jin, 2008; Chen ,2002; Zhang, 2000), there is a lack of research in this area, and both theoretical and empirical base is not sufficiently developed to be able to define the core competencies of innovative teaching from the views of teachers.
Competency is generally defined as the level of integration of knowledge, skills, and attitudes (Stoof, Martens, & Van Merrienboer & Bastiaens, 2002; Tigelaar et al., 2004). Previous research describes some features and qualities of innovative teachers, such as forward thinking, the ability to improve student interest and inspire student innovative thinking by using diverse, innovative teaching skills in teaching, the ability to change the their teaching methods based on individual differences of students, the ability to use multiple evaluation methods and the ability to utilize multimedia and life materials to enrich teaching content (Uzkurt, 2008; Rogers, 1995; Chen, 2002).
1.2. Research problems
The basic research question of this research is: what are the core competencies for innovative teaching as perceived by secondary school teachers? Based on the theoretical base, we hypothesize that innovative teachers represent some common competencies that lead to innovative teaching. Building on qualitative research methods this research aims to explore which competencies are critical for innovative teaching of secondary school teachers. We also aim to estimate the weight indexes of each competency that contributes to the overall core innovative teaching competencies.
Amabile (1997). Motivating creativity in organizations: On doing what you love and loving what you do, by T. M. Amabile, California Management Review, 40(1), p. 53. Burnard, P. (2006). Some attitudes towards teaching and learning in Thai nursing education. Nurse Education Today, 26, 253–257. Berry, J.W., Y.H. Poortinga, M.H. Segall, and P.R. Dasen. (2002). Cross-cultural psychology:Research and applications. Cambridge: Cambridge University Press. Chongde,Lin.etc. (2009). Researches into Creative Talents and Creative Education.Ecomonic Science. Fuhua.Jin. Innovating Education and Trainging of Innovative Teachers. Retrieved July 10,2010 from Outstanding Master of Education Library. Maciej Karwowski,Jacek Gralewski,Izabela Lebuda & Ewa Wisniewska(2007).Creative teaching of creativity teachers: Polish perspective.Thinking Skills and Creativity,2, 57-61. Merrienboer (2007). Teachers’ perspectives on innovations: Implications for education design.Teaching and Teacher Education, 23,985-997. Ha, Y., & Stoel, L. (2004). Internet apparel shopping behaviors: the influence of general innovativeness. International Journal of Retail &Distrubition Management , 32 (8), 377-385. Kerem Kılıçer (2009). Position of twenty-first century teachers: evaluation in terms of innovation and technology.Social and Behavioral Sciences,1(1),1479-1484. Joseph S.C.Simplicio (2000).Teaching classroom education how to be more effective and creative teachers.Education,120(4), 615-630. Robert J. Sternbery (1997). The Concept of Intelligence and Its Role in Lifelong Learning and Success. American Psychologist,52(10), 1030-1037. Rogers, E. (1995). Diffusion of innovations (Fifth edition). New York: Free Press. Stoof, A., Martens, R., van Merrienboer, J., & Bastiaens, T. (2002). The boundary approach of competence: a constructivist aid for understanding and using the concept of competence. Human Resource Development Review, 1, 345–365. Shlomo Sharan,Hanna Shachar & Tamar Lvine (1999).The innovative School:Organization and instruction.United State of America:Greenwood Publishing Group. Sternberg. R.J. The innovative psychology. Retrieved November 2009 from http:// ishare.iask.sina.com.cn/search.php?key=%B4%B4%D2%E2%D0%C4%C0%ED%D1%A7&from=index&format. Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity, 41–48.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.