Document Type
Journal Article
Publication Title
International Journal of Education Through Art
Publisher
Intellect
School
School of Education
RAS ID
58262
Funders
Higher Degree by Research (HDR) Scholarship
Abstract
Globally, creativity is viewed as a twenty-first-century education competency that is acknowledged by the Organisation for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA) and the Ghanaian Ministry of Education (MOE) pre-tertiary curriculum framework. Ghanaian teachers are required to inspire, teach and develop creativity in secondary visual arts students using a social constructivist pedagogy. This necessitates exploring how teachers value creativity and its role in learning. The article investigated sixteen Ghanaian secondary visual arts teachers’ perceived role of creativity in their teaching and the challenges they faced developing creativity in students, using a qualitative case study approach. Interviews and participant observations were used to gather data across eight secondary schools. Interviews with teachers produced insights into how they are enacting creativity through pedagogy and the challenges they currently face, including attitudinal, administrative, resource deficits and external factors. Implications for policy and practice in Ghanaian secondary education that benefit the Ghana Education Service (GES) are discussed.
DOI
10.1386/eta_00134_1
Comments
This is an Authors Accepted Manuscript version of an article published by Intellect in International Journal of Education Through Art. The published version is available at: https://doi.org/10.1386/eta_00134_1
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2023). How Ghanaian secondary visual arts teachers perceive the role of creativity in their teaching. International Journal of Education Through Art, 19(2), 175-193. https://doi.org/10.1386/eta_00134_1