Breaking the ICE: Changing Teachers' Pedagogical Belief and Practice Through Imagination and Creativity Education

• In Event: Arts Integration and Imagination: Professional Development in a New Key

Abstract

This study investigated the teacher’s changes on pedagogical belief and teaching practice in the implementation of Taiwan’s imagination and creativity education (ICE) program. Four research methods were employed, including interviews, observations, surveys, and documents analysis. Evidence revealed that most teachers involved in ICE program become more motivated and realized all individuals have creative and imaginative potentials. Curriculum integration and interdisciplinary teaching have been extensively utilized as platforms for ICE practice. There is a greater use of problem-based learning (PBL), small grouped teaching (SGT), place-based education (PBE), ICT and E-learning, and multiple evaluation methods for assessing student’s learning. This study also discussed the numerous difficulties encountered by the participants, including extra workload, insufficient budget, and lack of professional knowledge and techniques.

Authors

• Hsu-Chan Kuo, National Sun Yat-sen University

• Ying-Yao Cheng, National Sun Yat-Sen University

• Jing-Jyi Wu, Foundation for Scholarly Exchange

• Hua-Chien Sun, University of Cambridge