Document Type
Journal Article
Publication Title
Thinking Skills and Creativity
Volume
45
Publisher
Elsevier
School
School of Education
RAS ID
44443
Funders
Edith Cowan University
Grant Number
2020-01954-SWANZYIMPRAIM
Abstract
Developing creativity in learners is contingent on how teachers define and understand creativity. This qualitative multi-site case study investigated secondary visual arts teachers’ perceptions and understanding of creativity in Sekondi-Takoradi in Ghana and the influences that impact their perceptions. Data were gathered from 16 secondary visual arts teachers in Ghana using interviews and documents review. It was evidenced that the secondary visual arts teachers’ perceptions and understanding of creativity are limited and built on historical Ghanaian educational materials. The findings suggest teacher training materials and school-based educational resources in Ghana must be upgraded to extend teachers’ understanding of creativity within education.
DOI
10.1016/j.tsc.2022.101057
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This is an Accepted Manuscript of an article published by Elsevier in THINKING SKILLS AND CREATIVITY, available online: https://doi.org/10.1016/j.tsc.2022.101057
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2022). Promoting creativity: Secondary visual art teachers’ perceptions and understanding of creativity in Ghana. Thinking Skills and Creativity, 45, article 101057. https://doi.org/10.1016/j.tsc.2022.101057