Creative Collaboration in Teaching

2015. Auflage 2015
ISBN: 978-1-137-54596-1
Verlag: Palgrave MacMillan UK

Buch, Englisch, 242 Seiten, Format (B × H): 144 mm x 223 mm, Gewicht: 4336 g

Reihe: Palgrave Studies in Creativity and Culture

Creative Collaboration in Teaching focuses on the question of how best to facilitate creative collaboration among students in the classroom setting—with a focus on music composition and from the perspective of social-cultural psychology. This book is comprehensive, cutting-edge and scholarly in its approach. Marcelo Giglio’s attention to music and creativity is detailed enough to satisfy any researcher, educator or teacher educator; but at the same time, his research approach, classroom observations and overriding recommendations can be easily applied to a wide range of subject areas. Giglio combines a rigorous review of the relevant literatures on creativity and social interactions with the reporting and analysis of his own original data across the world, and then goes on to support this important work with detailed descriptions of classroom episodes—student-to-student and teacher-to-student interactions. By combining these three elements, this book offers socio-creative and pedagogical models for education in practice as well as teacher education and research.

Zielgruppe

Research

Autoren/Hrsg.

Giglio, Marcelo

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

Introduction by the Series Editors.- Preface; Anne-Nelly Perret-Clermont.- Introduction.- PART I: FIRST MOVEMENT; Music, Creativity, Collaboration, and Reflection in the Classroom.- Chapter 1. Music, or the Organization of Sound.- Chapter 2. Towards an Innovative Methodology for Teaching Music.- Chapter 3. The Space Given to Musical Creativity in the Classroom4. Issues Debated in the Research Literature.- PART II: SECOND MOVEMENT; The Development of a Pedagogy in Different Educational Contexts.- Chapter 5. Flexible and Creative Pedagogical Sequences.- Chapter 6. 'Predicting, Implementing, and Observing': A Methodological Approach.- Chapter 7. First Stage: Implementation, Observations and Modifications from the Perspective of a Teacher Researcher.- Chapter 8. Stage Two: Implementatiom, Observations, and Modifications with Swiss Teachers-in-Training and an Argentine Teacher.- Interludium: A Pedagogical Approach.- Chapter 9. Consolidation of the Flexible Pedagogical Sequences.- Chapter 10. Towards a 'Socio-Creative' Approach of Education.- PART III: Third Movement; When Creative Collaboration Changes Teaching.- Chapter 11. Stage Three: Definitions and Considerations for Observing the Interaction Between Students and Teachers in Training.- Chapter 12. How Do Students Collaborate Creatively?13. Creative Scaffolding: A Way of Teaching that Should Change.- Chapter 14. HowStudent Creative Collaboration and Teaching Practices Affect Each Other.- Postludium: Conclusions and Perspectives.- Chapter 15. Towards a Creative Teaching / Learning Process.- Chapter 16. Five Research Perspectives for Researchers and Students.

Über Autor(innen)

Marcelo Giglio is Professor and Head of research projects at the HEP-BEJUNE and Lecturer at the Institute of Psychology and Education of the University of Neuchâtel, Switzerland. Author of three books and several articles in different languages, Giglio is known in educational circles for his works on reflective and creative collaboration in the classroom, teacher-students relationship in creative settings, and teacher training transformations during educational changes. He embodies the rare combination of educational researcher, theorist with school experiences and training. During the past years, Giglio and colleagues have been involved in the design of flexible and creative pedagogical sequences and in the studies on the creative and collaborative learning; the teacher practices; and the new methods to achieve more creative curriculum, teaching, teacher education, and research.

Preface by Anne-Nelly Perret-Clermont; University of Neuchâtel, Switzerland