Liska, Ingrid Halina (2013) A pedagogic analysis: middle years of schooling and the role of creative practice. Research Master thesis, Victoria University.

Abstract

The purpose of this thesis is to identify classroom strategies which stimulate student engagement. It reports teaching and learning approaches which support the development of creativity in the learning of young people in the middle years of schooling. This thesis presents a case study of one teacher who attempted to improve student engagement, collaboration and thinking by changing teaching and learning practices in a Year 5/6 classroom. Phenomenology methods were used to understand the young people’s perceptions of their classroom environment and to reveal their experiences as they occurred. The data collection included photographs, tapes conversations, case writing and interpretive case writing to provide a rich and comprehensive description of teaching and learning in one classroom. Analysis of data is situated in the theoretical characteristics of creativity developed from an extensive literature review. The analysis resulted in the proposition of six points of meta-analysis which map the experiences of the participants. This meta-analysis structured the writing of the interpretive case which contains the findings from the research. By researching the cultural values and mindsets constructed and maintained by teachers and students, it is anticipated that further insight into the challenge of introducing creative strategies into everyday classrooms bound by standards based curriculum can be reached. This study revealed the dilemmas, approaches and small steps towards success experienced in dealing with those challenges teachers face when implementing pedagogic change. It suggests the possible place for creativity in schools can be supported through strategies for improving student engagement, collaboration and teaching and learning outcomes.

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