Amoak, B.K.2021-10-222021-10-222021-09http://ugspace.ug.edu.gh/handle/123456789/36848MPhil. EducationThis 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.en-USTeachersTeacher educatorsTrainingCreativityThesis