[雙語翻譯]創(chuàng)新教學外文翻譯--學生和教師對創(chuàng)新教學的認識（英文）

1、This article was downloaded by: [Temple University Libraries] On: 12 November 2014, At: 05:21 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,

2、 37-41 Mortimer Street, London W1T 3JH, UKCreativity Research JournalPublication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hcrj20Student and Faculty Percepti

3、ons of Innovative TeachingKristina Jaskyte a , Heidi Taylor a Horng et al., 2005; Lynch, 2001). Those teachers showed enthusiasm, empa- thy, and dedication to students, and were open, flexible, creative, and accepting i

4、n relating to their students. Furthermore, creative teachers valued open communica- tion, recognized the importance of individual student needs, and created flexible and democratic classroom cultures (Halpin, Goldenberg,

5、 Messinger, 2004). It seems that, despite the recognition that innovative teaching is important for preparing creative thinkers and future professionals, our understanding of what constitutes innovative teaching remains

6、 limited. Having a good knowledge of characteristics distinguishing inno- vative teaching from noninnovative teaching, educators should be able to start assessing their current teaching practices and improve upon them. T

7、his exploratory study was designed to further our understanding of student and faculty perceptions of innovative teaching. The study is unique in that it used socially valid method to develop an instrument that cap- ture

8、d implicit innovative teaching theories of professors and students. Socially valid method has been used exten- sively in the past to understand parents’ and teachers’ implicit theories of children’s creativity and has be

9、en shown to be applicable to research on creativity (Runco, 1984; Runco Weller & Romney, 1988). The researchers made sure that respondents understood that there were no right or wrong answers and that the purpose of

10、 this exercise was to capture their perceptions of innovative teaching. For those informants who had difficulty generating their free-lists, a uniform prompt was given, asking them to imagine112 JASKYTE, TAYLOR, SMARIGAD