Being an innovative and creative teacher: passion-driven professional duty
Abstract
The research problem relates to the lack of existing research in terms of understanding the meaning of being an innovative and creative teacher in association with a passion connected to professional duty. Research questions were the following: “What does it mean for a teacher to be innovative and creative? What makes an innovative and creative teacher?”. The aim was to explore the meaning of being an innovative and creative teacher through teachers’ experiences. The methodology was based on integration of practical phenomenology and epistemological phenomenology. The sample consisted of ten teachers from ten innovative Basque Country schools. Data was collected by using open-ended interviews. Findings showed that the passion-driven professional duty integrates being an ambitious professional, being professional through ethical and moral actions, endeavoring to discover students’ learning needs, designing learning environments, being coherent with school philosophy, and testing for improvement. Findings showed that a teacher’s innovativeness and creativeness are directed to the self, professional actions, students, school, and professional development. Conclusions are focused on empirical facts that innovative and creative teachers experience the meaning of their practices through duties, which they perform with passion. Teachers’ innovativeness and creativity are related to ethical, moral, professional, intellectual, social, institutional, individual, and processual needs.
Keyword : innovative and creative teacher, learning, phenomenology, school, students, teaching
How to Cite
Žydžiūnaitė, V., & Arce, A. (2021). Being an innovative and creative teacher: passion-driven professional duty. Creativity Studies, 14(1), 125-144. https://doi.org/10.3846/cs.2021.14087
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Küpers, W. M. (2009). The status and relevance of phenomenology for integral research: or why phenomenology is more and different than an “Upper Left” or “Zone #1” affair. Integral Review, 5(1), 51–95.
Lauterbach, A. A. (2018). Hermeneutic phenomenological interviewing: going beyond semi-structured formats to help participants revisit experience. The Qualitative Report, 23(11), 2883–2898.
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López de Maturana Luna, S. L. (2010). Historia de vida de buenos profesores: experiencia e impacto en las aulas. Profesorado: Revista de Currículum y Formación del Profesorado, 14(3), 149–164.
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at scale. Educational Studies in Mathematics, 102, 303–318. https://doi.org/10.1007/s10649-019-09920-8
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Margalef García, L. (2011). Encouraging teachers’ and students’ innovation with the support of teacher learning communities. Center for Educational Policy Studies Journal, 1(1), 133–152.
Mauthner, M., Birch, M., Jessop, J., & Miller, T. (Eds.). (2002). Ethics in qualitative research. Sage Publications Ltd. https://doi.org/10.4135/9781849209090
Mazur, P. S., & Duchlinski, P. (2020). Credibility and creativity in network society. Creativity Studies, 13(1), 53–63. https://doi.org/10.3846/cs.2020.6585
Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of research? Oxford Review of Education, 41(2), 253–269. https://doi.org/10.1080/03054985.2015.1023013
Morais, M. F., & Azevedo, I. (2011). What is a creative teacher and what is a creative pupil? Perceptions of teachers. Procedia – Social and Behavioral Sciences, 12, 330–339. https://doi.org/10.1016/j.sbspro.2011.02.042
Mortari, L. (2008). The ethic of delicacy in phenomenological research. International Journal of Qualitative Studies on Health and Well-Being, 3(1), 3–17. https://doi.org/10.1080/17482620701747392
Moustakas, C. (1990). Heuristic research: design, methodology, and applications. Sage Publications, Inc. https://doi.org/10.4135/9781412995641
Moustakas, C. (1994). Phenomenological research methods. Sage Publications, Inc. https://doi.org/10.4135/9781412995658
Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15(2–3), 107–120. https://doi.org/10.1207/S15326934CRJ152&3_01
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