HKIER

Abstract

Education reforms targeted to promote creativity in schools are often confronted with the problem of translating policy into practice. The distinction between creative teaching and teaching for creativity highlights the relative lack of attention to creative teaching, which could lead to teaching for creativity and student creativity. It is suggested that by making explicit the numerous contextual constraints on creative teaching imposed by inflexible curriculum and centralized pedagogy, teachers are more likely to engage their creativity in addressing these issues, and make schools and classrooms more creative places for student creativity.

Keywords: creativity; creative teaching; teaching for creativity; Hong Kong

摘要

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