Author(s)

Lieu Thi Bich Tran¹, Nhat Thi Ho², Robert J. Hurle³

¹Department of Educational Management, University of Education, Vietnam National University in Hanoi, Hanoi, Vietnam.
²Department of Psychology and Education, Hanoi National University of Education, Hanoi, Vietnam.
³Independent Researcher, Burra, Australia.

This research explored Vietnamese and international upper secondary school teachers’ perceptions and practices of teaching for creativity based on a preliminary analysis of 234 teachers’ survey responses, 17 in-depth interviews, and 208 lesson plans. It was found that teachers had limited understanding about creativity and teaching for creativity. They focused more on creativity when it is required from policies and curriculum. They often used familiar and convenient creative tools. This research indicates that to enhance student creativity, teachers should be fully aware of creativity, teaching for creativity, required to develop and assess student creativity, and trained to use creative tools.

Creativity, Creativity Development, Creative Skills, Creative Tools, Teaching for Creativity

Tran, L. , Ho, N. and Hurle, R. (2016) Teaching for Creativity Development: Lessons Learned from a Preliminary Study of Vietnamese and International Upper (High) Secondary School Teachers’ Perceptions and Lesson Plans. Creative Education, 7, 1024-1043. doi: 10.4236/ce.2016.77107.