Exploring Teacher-Artist Partnership for Teachers' Creative Practice Development in Schools for Future Project

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10503983" target="_blank" >RIV/00216208:11410/25:10503983 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.24981/2025-LTASPPI" target="_blank" >https://doi.org/10.24981/2025-LTASPPI</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24981/2025-LTASPPI" target="_blank" >10.24981/2025-LTASPPI</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Exploring Teacher-Artist Partnership for Teachers' Creative Practice Development in Schools for Future Project

Popis výsledku v původním jazyce

Creativity is often included among the expected learning outcomes in OECD curriculum documents. However, it is still not common practice to systematically develop creativity in schools (Venckutė et al., 2020), and teachers lack information and tools to support this (Vincent-Lancrin et al., 2019). Through collaboration with artists, this chapter presents findings of a case study of teacher-artist collaboration in the classroom, exploring the potential of this collaboration for developing teachers&apos; creative practice and investigates what practices, techniques and approaches from arts practices can be adapted into teaching to develop pupils&apos; creativity and possible practical applications for further elaboration. The case is studied in a multi-case study design with replication logic (Yin, 1994/2018). It builds on findings of a pilot case study, presented at World Summit of Arts Education (WSAE) 2023 congress (Kuříková, 2023).

Název v anglickém jazyce

Exploring Teacher-Artist Partnership for Teachers' Creative Practice Development in Schools for Future Project

Popis výsledku anglicky

Creativity is often included among the expected learning outcomes in OECD curriculum documents. However, it is still not common practice to systematically develop creativity in schools (Venckutė et al., 2020), and teachers lack information and tools to support this (Vincent-Lancrin et al., 2019). Through collaboration with artists, this chapter presents findings of a case study of teacher-artist collaboration in the classroom, exploring the potential of this collaboration for developing teachers&apos; creative practice and investigates what practices, techniques and approaches from arts practices can be adapted into teaching to develop pupils&apos; creativity and possible practical applications for further elaboration. The case is studied in a multi-case study design with replication logic (Yin, 1994/2018). It builds on findings of a pilot case study, presented at World Summit of Arts Education (WSAE) 2023 congress (Kuříková, 2023).

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Learning through ART: Speculative Pasts and Pedagogical Imaginaries

ISBN

978-989-35-6849-1

Počet stran výsledku

14

Strana od-do

279-292

Počet stran knihy

446

Název nakladatele

InSEA Publications

Místo vydání

Quinta da Cruz, Viseu, Portugal

Kód UT WoS kapitoly

—