Unpacking teachers’ beliefs about creative teaching in China higher education context
In recent years, the concept of creativity has garnered increasing attention within the field of education. Educators are increasingly recognizing the pivotal role that teachers’ creative teaching plays in fostering innovative teaching practices, enhancing student engagement, and ultimately, impro...
| Main Authors: | , , |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Universiti Putra Malaysia
2024
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/121157/ http://psasir.upm.edu.my/id/eprint/121157/1/121157.pdf |
| _version_ | 1848868308346994688 |
|---|---|
| author | Han, Weijing Abd Rahim, Nur Aira Liu, Xuefei |
| author_facet | Han, Weijing Abd Rahim, Nur Aira Liu, Xuefei |
| author_sort | Han, Weijing |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | In recent years, the concept of creativity has garnered increasing attention within the field of education. Educators
are increasingly recognizing the pivotal role that teachers’ creative teaching plays in fostering innovative teaching
practices, enhancing student engagement, and ultimately, improving educational outcomes. As such, understanding
the nature and manifestations of creative teaching has become a topic of significant interest and importance in
educational research. Despite its recognized importance, the concept of creative teaching remains multifaceted and
complex, encompassing a range of cognitive, affective, and behavioral dimensions. The aim of this study was to
investigate the essence of creative teaching through an examination of teachers’ practices. Guided by this objective,
two primary research inquiries were formulated: (1) What are the underlying beliefs held by teachers regarding
creative teaching? (2) How do teachers conceptualize the parameters of creative teaching? To explore these inquiries,
a qualitative approach was employed as the methodological framework. Participants consisted of 14 teachers from a
private university in China, chosen purposively for their firsthand experiences and insights into the phenomenon under
investigation. The study revealed that teachers’ comprehension and formulation of creative teaching predominantly
revolved around three orientations: teaching mode-oriented, teaching objective-oriented, and student-oriented
approaches. Drawing from these research findings, the study discussed implications for the advancement and
implementation of creative teaching among higher education instructors. Primarily, the study offers a platform for
teachers to engage in reflective practices and gain insights into creative teaching from multifaceted perspectives and
its underlying mechanisms, thereby fostering a more comprehensive grasp of the concept. Additionally, it is envisaged
that the findings will contribute to the broader community of teacher educators, enabling them to deepen their
understanding of creative teaching through shared experiences, thereby facilitating more effective implementation
and fostering the high-quality development of creative teaching practices. |
| first_indexed | 2025-11-15T14:50:20Z |
| format | Conference or Workshop Item |
| id | upm-121157 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:50:20Z |
| publishDate | 2024 |
| publisher | Universiti Putra Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1211572025-10-28T06:47:05Z http://psasir.upm.edu.my/id/eprint/121157/ Unpacking teachers’ beliefs about creative teaching in China higher education context Han, Weijing Abd Rahim, Nur Aira Liu, Xuefei In recent years, the concept of creativity has garnered increasing attention within the field of education. Educators are increasingly recognizing the pivotal role that teachers’ creative teaching plays in fostering innovative teaching practices, enhancing student engagement, and ultimately, improving educational outcomes. As such, understanding the nature and manifestations of creative teaching has become a topic of significant interest and importance in educational research. Despite its recognized importance, the concept of creative teaching remains multifaceted and complex, encompassing a range of cognitive, affective, and behavioral dimensions. The aim of this study was to investigate the essence of creative teaching through an examination of teachers’ practices. Guided by this objective, two primary research inquiries were formulated: (1) What are the underlying beliefs held by teachers regarding creative teaching? (2) How do teachers conceptualize the parameters of creative teaching? To explore these inquiries, a qualitative approach was employed as the methodological framework. Participants consisted of 14 teachers from a private university in China, chosen purposively for their firsthand experiences and insights into the phenomenon under investigation. The study revealed that teachers’ comprehension and formulation of creative teaching predominantly revolved around three orientations: teaching mode-oriented, teaching objective-oriented, and student-oriented approaches. Drawing from these research findings, the study discussed implications for the advancement and implementation of creative teaching among higher education instructors. Primarily, the study offers a platform for teachers to engage in reflective practices and gain insights into creative teaching from multifaceted perspectives and its underlying mechanisms, thereby fostering a more comprehensive grasp of the concept. Additionally, it is envisaged that the findings will contribute to the broader community of teacher educators, enabling them to deepen their understanding of creative teaching through shared experiences, thereby facilitating more effective implementation and fostering the high-quality development of creative teaching practices. Universiti Putra Malaysia 2024 Conference or Workshop Item NonPeerReviewed text en http://psasir.upm.edu.my/id/eprint/121157/1/121157.pdf Han, Weijing and Abd Rahim, Nur Aira and Liu, Xuefei (2024) Unpacking teachers’ beliefs about creative teaching in China higher education context. In: The 6th International Conference on Educational Research and Practice (ICERP2024), 3-4 July 2024, Faculty of Educational Studies Universiti Putra Malaysia (UPM),MALAYSIA. (pp. 262-266). |
| spellingShingle | Han, Weijing Abd Rahim, Nur Aira Liu, Xuefei Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title | Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title_full | Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title_fullStr | Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title_full_unstemmed | Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title_short | Unpacking teachers’ beliefs about creative teaching in China higher education context |
| title_sort | unpacking teachers’ beliefs about creative teaching in china higher education context |
| url | http://psasir.upm.edu.my/id/eprint/121157/ http://psasir.upm.edu.my/id/eprint/121157/1/121157.pdf |