Creativity In Elementary Schools: Case Study

Do teachers’ professional identity and creativity have anything to do with each other? Yes, when teachers are confident in their professional identity they are more likely to create a creativity classroom. Now days, the educational system are resistant to change and do not see the need for creativity in the classroom. Consequently, schools can be uncomfortable places for creativity (Davis 2013). In order to make schools more comfortable with creativity, teachers need a higher-level of professionalism to incorporate creativity into their classrooms. This case study by Davis, which was conducted in elementary schools in England, discovers what happens to teachers’ practice and professional identity when they adopt a collaborative action approach …show more content…
With the expansion of the study, teachers would be able to see their improvements in professionalism, confidence and how each effect creativity. After seeing the results over the course of the year, teachers can adjust their experiences to their future classrooms. This case study also only focused on three different schools, so it could have benefit from involving more schools. Along with involving more schools, it could have done different school locations and see if wealthy schools were better than non-wealthy schools. Lastly, when reading this case study one has to interpret the information for their school, city and country. For instances, if it was to be conducted in America, it would need to be elementary schools in diverse cities with diverse teachers. This way educators can see how a study performed in another country applies to American students and teachers. Once conducted, educators would then see how Davis’s theories about professionalism, identity and creativity effect everyday school …show more content…
With the knowledge this case study gives teachers, they are able to use their new found professional identity to bring creativity back into their classrooms. When teachers are not confident in themselves and their students, they tend to stick to the “book”. Meaning they are not confident enough to branch out of the standard teaching styles. With this professional identity and confidence, elementary teachers can incorporate creativity into their lessons. Young children, like elementary students, need to express themselves in order to determine who they are as a person. When schools discourage creativity it hinds the students’ individuality, but also the teachers’ individuality. Having confidence in oneself allows educators to move away from the standard style of teaching and embrace new learnings, like creativity. Lastly, Davis says that schools can be an uncomfortable place for creativity. It elementary school teachers’ job to make the schools a comfortable place for creativity. Once students no longer feel uncomfortable the will open-up in ways we would have never thought of and it is educators job to make sure this happens. Now that teachers have a new self-concept of professional identity they can incorporate creativity into their