Simon Tünde

4.47 The Place and Role of Creative Thinking in Teacher Education and Training (Paper)

Simon Tünde – Hungarian University of Fine Arts, Budapest, Hungary

Abstract:

The importance of creative thinking in the 21st century world of work is undeniable, but its development is poorly addressed in rigid institutional structures (Gregerson, Kaufman, and Snyder, 2013; Piirto, 2011; Dilekci and Karatay, 2023; OECD, 2023a, b). It is included in the curriculum as a key competence and a priority area for development, but it is not measured and assessed at a systemic level.

The need to address and bridge the gap between labour market demands, the foundations of the curriculum, and daily pedagogical practice is reflected in the research design, which offers an alternative set of options. The research is designed primarily for educators in areas of cumulative disadvantage, both because they are the most vulnerable in relation to labour market expectations, and because creativity – understood as a basic human behaviour – is also essential for the development of social components (Binkley, Erstad, Herman, Raizen, Ripley, Miller-Ricci and Rumble, 2012).

The aim of this research is to (1) apply innovative methods in visual education classroom settings that target the development of creative thinking, (2) prepare teachers to freely adapt tasks aimed at developing creative thinking within any subject framework, (3) support teachers’ interpersonal and organisational capacities for effective collaboration through visual and design tasks. Two modules will be developed using innovative methodologies, tested, and evaluated through pre- and post-intervention assessments. These modules were selected based on prior research experience and the specific characteristics of creative thinking: Pedagogy of Contemporary Art (Ching 2013); STEAM (Science, Technology, Engineering, Art, and Mathematics) (Cheska, 2017; David, 2016). In the course of the presentation, I will present some of the practices already tried and tested in teacher education and in-service training and the current state of research.

10.45 The Place and Role of Improvisation in Teacher Education (Workshop)

Simon Tünde – Hungarian University of Fine Arts, Budapest, Hungary

Abstract:

I regularly ask teachers and teacher candidates who is the teacher who has made a difference and influenced their lives in a positive way? The defining teacher is not defined by his or her professional knowledge, but primarily by his or her personal character. Teachers work with their personalities, hence the need to extend teacher training to areas such as communication, empathy and self-awareness. A holistic approach to teacher education is a matter of urgency. There is a clear trend towards an increased demand for personal development training in our everyday lives. This demand is supported by the recommendations of a number of educational and economic platforms focusing on the well-being of education stakeholders (EUniWELL, OECD, World Economic Forum). Personal change is sought through self-awareness group training.

This group guidance offers an opportunity to create a primary, intimate, more in-depth interpersonal relationship in which, in addition to shaping pedagogical approaches and learning methodologies, the aim is to experience oneself, to increase personal awareness and to create an authentic individuality. This can be achieved through continuous activity in a variety of situations. Improvisational exercises play a significant role in this process. The aim of this workshop is to present improvisation methods and good practices that support complex personal development and growth and contribute to activating teachers’ tacit knowledge. The methodology is based on the use of first-hand experience and reflective techniques, during which the trainees experience, discover and recognize their strengths and weaknesses (Kovács et al. 2015; McKinsey, 2007; Gatt 2023). The exercises blend methods from design, drama and experiential pedagogy. In this workshop, I will present the practices and feedback from the Teacher Training Department of the Hungarian University of Fine Arts. The session will release creative energies that are essential for effective learning.