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

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

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

Access Rights

subscription content

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Creativity, culture and artistic practice

Available for download on Monday, September 30, 2024

Share

 
COinS