It’s a many splendored thing : reconceptualising teacher creativity

Abstract

In a number of contexts around the world, creativity seems to have moved to the forefront of language education. The need for learners to engage with language in creative ways is increasingly considered of paramount importance. Despite the emphasis placed on learner creativity, research indicates that this can only be maximised if there are sufficient opportunities for teacher creativity. The premise is that teachers who are capable of being creative and teaching creatively are best placed to foster learner creativity (Xerri and Vassallo 2016). Nonetheless, there exist a number of obstacles that inhibit teachers from positioning themselves as creative practitioners. One of the most powerful impediments that teachers have to struggle with is their own conceptualisation of creativity. Hence, it is important to challenge certain myths that might hinder teachers from acting creatively.