The purpose of this qualitative study was to explore how teachers deal with a pedagogical framework developed in the West which aimed at supporting Chinese teachers’ creativity-fostering pedagogy and the impacts of the framework in regard to teachers’ pedagogical practice. Three Chinese preschool teachers were followed for six months. Interviews, observations and reflective notes were used as data sources. Findings revealed that the framework demonstrates the potential for advancing teachers’ understanding of creative practice and developing competencies in using creativity-fostering pedagogy, although this was in teacher-directed activity. Each teacher benefited from the study according to her individual situation and teaching approach. Changes in teachers’ perception and pedagogical practice were evident which highlight that teachers’ pedagogical practice is not predetermined or stable, but open to change and development. This study suggests the Western views of creative pedagogy can be adapted to the Chinese context. Creative practice is complex, changing and developmental, and the findings of this study aim to provoke discussion on the cultural appropriateness of creative pedagogy and suggest implications for future research, practice and practitioner research in other educational contexts. Copyright © 2015 Pedagogy, Culture & Society.
CitationCheung, R. H. P. (2016). The challenge of developing creativity in a Chinese context: The effectiveness of adapting Western creative pedagogy to inform creative practice. Pedagogy, Culture & Society, 24(1), 141-160.
- Creative pedagogy
- Creative practice
- Chinese context
- Early childhood education