Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education

Lofthouse, Rachel, Thomas, Ulrike and Cole, Sophie (2011) Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Teacher Education Advancement Network Journal, 2 (1).

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Abstract

The current Key Stage 3 National Curriculum for England orders that our education foster determination, adaptability, confidence, risk-taking, enterprise, creativity and enjoyment in a cross-curricular context in pupils. To appreciate these dimensions student teachers need to have multiple opportunities to experience such a curriculum for themselves. However, initial teacher education is an intense and demanding experience; student teachers veer between phases of basic survival and personal innovation as they develop their individual pedagogy and personal philosophy. For new secondary teachers their own subject specialism forms a core feature of their emerging professional identity and can act as a barrier to collaborative practice beyond that specialism. This paper discusses one example of a cross-curricular approach in which Art and Geography PGCE students reflect on their experiences of a collaborative event designed to break down subject barriers while exploiting the potential of subject specialism. Data collected from semi-structured interviews conducted with a sample of students during the two-day event is discussed. Data revealed that critical outcomes of the event included the practice and development of genuine collaboration, negotiation, teamwork, and leadership.

Item Type: Article
Uncontrolled Keywords: role-based enquiry, creativity, cross-curricular, subject specialisms
Subjects: X200 Research and Study Skills in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Related URLs:
Depositing User: Ellen Cole
Date Deposited: 06 Feb 2012 15:16
Last Modified: 09 May 2017 04:52
URI: http://nrl.northumbria.ac.uk/id/eprint/5254

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