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Curriculum Construction and Teacher Empowerment
- Source :
- Journal of Invitational Theory and Practice. 15:55-68
- Publication Year :
- 2022
- Publisher :
- Brock University Library, 2022.
-
Abstract
- This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model’s three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education.
Details
- ISSN :
- 10606041
- Volume :
- 15
- Database :
- OpenAIRE
- Journal :
- Journal of Invitational Theory and Practice
- Accession number :
- edsair.doi...........355eb12d17659f9db6f9d9da939e1c0e