Submission Type
General Submission
Abstract
Challenged, frustrated and motivated by my observation and sense that learning experiences are often designed and facilitated with an emphasis on criticality over creativity, I engaged in PhD studies to explore the question, How can expanding my understanding of creativity and its connection to learning assist me to re-imagine professional learning for teachers so that their learning experiences are enhanced? In this article I discuss how my practice as a professional learning facilitator for teachers transformed through this study. In particular I describe my experiences and findings from my open exploration of creativity as a phenomenon and how the organic inquiry approach adopted for this study engendered deeply reflective and reflexive experiences that brought to light the importance of connecting to the imaginal as a generative source of creativity and possibility. I also describe how for myself and participants in this study, storytelling and engaging with stories of creativity gave access to a place of openness for seeing phenomena (creativity and learning) in a new light.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Gilbert, Desiree J. Dr
(2024)
"Re-imagining professional learning for teachers: A reflection on the transformative experience of an organic inquiry.,"
Journal of Contemplative and Holistic Education: Vol. 2:
Iss.
2, Article 2.
DOI: https://doi.org/10.25035/jche.02.02.02
Available at:
https://scholarworks.bgsu.edu/jche/vol2/iss2/2
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