Browsing by Author "Amoak, B.K."
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Lin’s creative pedagogy framework as a strategy for fostering creative learning in Ghanaian schools(Thinking Skills and Creativity, 2019) Amponsah, S.; Amoak, B.K.; Ampadu, E.Educating students who have higher order thinking skills and making sure they develop con ceptual understanding of the various concepts learnt in school makes it imperative for educators, to help students develop creative learning strategies. It is for this reason, among others, that the concept of creative learning has been identified as the way to mould the 21st-century learner, and compelling evidence can be adduced from the Finnish and Singaporean models of creative learning environment. Apart from these models from these two countries, extant literature has proved that children can live more independently when they are allowed to use their creative abilities and when this is enhanced in the school setting. We, in this light, gleaned and reviewed relevant literature pertaining to fostering creative learning and its concomitant challenges. In the end, we positioned Lin’s creative pedagogy as a framework that is instrumental in fostering creative learning in Ghanaian classrooms and that in spite of the challenges that may arise from implementing this framework, there are inherent strategies that are helpful in making learners creative.Item Towards a Paradigm of Creative Pedagogy: A Study of Teacher Trainees at the University of Ghana(University of Ghana, 2021-09) Amoak, B.K.This is an exploratory qualitative study of 17 in-service teacher trainees undertaking a Master of Arts Education (Sandwich) programme at the University of Ghana, aimed at designing a conceptual paradigm for creative pedagogy within the context of study. The phenomenographic method was used in the collection and analysis of data by identifying categories of description pertaining to the understanding and experiences of the phenomenon of creative pedagogy by participants. Among the key findings of the study are that; factors such as the content of the study programme, mode of delivery by teacher educators and influence of teacher educators heightened the perception of trainees of teaching as a creative practice; there were transformations in the learning experiences of both students and teachers as a result of creative and improved ways of teaching by trainees following their exposure and training on the MA Education programme; and that, participant teacher trainees were found to be intrinsically motivated as they teach creatively and for creativity. In addition, the study revealed that creative pedagogical methods and strategies cut across subject domains and levels of the school system and when these methods are enabled by favourable environments, they lead to creative teaching and learning outcomes. Based on the empirical evidence from the study, the researcher designed a proposed four-component theoretical paradigm of creative pedagogy with an emphasis on the indispensability of training of teachers for creativity. It is recommended that the training and practice of creative pedagogy would be anchored on a socio-cultural ethos of creativity.