Tensions and Dilemmas of Teachers in Creativity Reform in a Chinese Context.
By V. Cheng. 2010
100 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/a2ed162e630e09e40ea1a8630c387f2fa8e0f6cc
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In Developmental and Educational Psychology
In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices (2012, background): “Thus, early childhood teachers in Hong Kong put a lot of emphasis on academic success, rote-learning of factual knowledge, drilling of isolated skills and memorisation (Chan & Chan, 2003; Li & Wong, 2008, Rudomicz & Hui, 1998).”
- Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “In Hong Kong, creativity is recognized as one of the three generic skills to be developed in education, and several general principles for developing creativity are suggested in curriculum documents (Cheng, 2010).”
- Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong (2014, background): “For example, Cheng’s (2010) research with in-service primary school teachers”