Unpacking K-12 Teachers’ Creative Identity (Poster 10)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: Research on Giftedness, Creativity, and Talent SIG Roundtable Poster Session

Abstract

Empirical evidence suggests that society is facing a Creativity Gap, where society values creativity but there is an absence of it in schools. Scholars suggest that to cultivate student creativity, teachers themselves must identify with creativity. Using Grounded theory methodologies, 20 current K-12 public school teachers were recruited for the study. Data was collected using semi-structured interviews focusing on unpacking participants’ creative identity within their professional identity. Centered in Comparative Analysis, data was analyzed using In Vivo Coding, Axial Coding, and Theoretical Coding. This research explores teachers’ beliefs and practices associated with creativity in the classroom. The findings from this study help address one of the many barriers, teacher perceptions, to encouraging and sustaining creativity in the classroom.

Author

• Ariana Mungia, Claremont Graduate University